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Natural Method 



ENGLISH 



CONSISTING OP 



A SERIES OF GRADED LESSONS 



FOI^ THE USE OF SCHOOLS. 



ARRANGED FOR THE CONVENIENCE OF TEACHERS. 



^y^ =■ 



ESPECIALLY ADAPTED TO PRIVATE STUDY. 






By of H/^BELL, 



Professor of the English Language and Literature in Battle 
Creek College. 

^^^ . )^J2> 1881 Mr 

Battle Creek, Mich.: 

students' publishing committee. 

1881. 



IT 



TEii" , 



Entered according to Act of Congress, in the year 1881, by 
G. H. BELL, 

In the Office of the Librarian of Congress, at 
Washington. 



REVIEW & HERALD PEESS, 

BATTLE CBBEK, MICH. 



PUBLISHERS' NOTE. 



The remarkable success which has attended Prof. Bell's method 
of teaching English in Battle Creek College, has created a rapidly 
increasing demand for copies of his lessons. Some of the students 
have been so desirous of using these lessons in teaching elsewhere, 
that they have, at great expense, procured copies by the use of the 
pen. This increasing demand, coupled with the belief that the method 
should have a wider sphere of usefulness, has led the students to 
undertake the publication of this work, having first corresponded with 
a large number of the graduates of the College, many of whom are 
engaged in teaching, and are using this system in their schools. The 
responses were hearty and unanimous, and the author has reluctantly 
yielded to the solicitations of his pupils to give the work to the public, 
and supervise its publication. 

We confidently hope the reception given to the work will justify 
the heavy expenditure incurred in thus bringing it before the educational 
world, and that the call for future editions will be such as not only 
to re-imburse the author for his painstaking toil in gratifying the wishes 
of his numerous pupils, but also to induce him to give them the benefit 
of his experience in teaching the higher branches of this important 
study, by the publication of his lessons in Rhetoric and Literature. 

Students' Publishing Committee. 
Battle Creek College. 



PREFACE. 



This book, as its title indicates, is an attempt to present a 
natural method ' of teaching the English language. The author 
does not claim to have fully reached the end in view ; but from 
the success which has attended the use of these lessons in man- 
uscript form, it has been thought that their publication might aid 
in the promotion of rational teaching, and thereby lead to a truer 
appreciation and better use of our language. 

The peculiarities of the method may be briefly stated as fol- 
lows: — 

1. The language is developed, not with special reference to 
the parts of speech, but so as to meet the demands of thought, — 
first showing a need, and then how that need is supplied. For 
example, we think of objects, and in speaking of them must name 
them; we think of the qualities and actions of objects, and in 
expressing such thoughts must have words to denote qualities 
and actions; we think when, where, how, and why certain actions 
took place, or certain conditions existed, and must have ivords for 
the expression of such thoughts. This plan is adhered to, not 
only in the introductory lessons, but throughout the entire work. 

2. The examples are so selected and arranged that the pupil, 
from the first, is able to understand and explain the use of every 
word in them ; for, with slight exceptions, the examples of each 
lesson contain nothing new but the special truth to be taught in 
that lesson. This work of selecting and arranging, as experienced 
teachers will realize, has been no light task. 

3. Instead of stating principles first, and giving examples 
afterward, the new truth to be taught is drawn from the ex- 
amples themselves. 



VI 



PREFACE. 



4. The analysis of sentences is logical rather than grammati- 
cal, dealing primarily with the thought; and with constructions, 
as mere conveniences for expressing the thought. Technical terms 
are, in the main, avoided ; and the analysis is soon made general 
by dropping its minuter parts. Thus the energetic teacher will 
be enabled to prevent his pupils from losing the thought in the 
intricacies of grammatical analysis, and to make the thought better 
understood and appreciated than it could be by the most careful 
reading without analysis. This is of the utmost importance ; for 
how often the pupil becomes wholly oblivious to the meaning of 
a sentence while giving its grammatical analysis ! 

5. An interest is awakened, not only by noticing how admir- 
ably the different constructions are adapted to the various modifi- 
cations of thought, but also by observing the peculiar fitness, force, 
and beauty, of rhetorical figures. The name of the figure, being in 
itself of little consequence, is made wholly incidental ; but the 
figure is so explained as to show why it is appropriate, and what 
gives it its chief charm. Thus the learner is given an early in- 
troduction to the beauties, as well as to the strength and adapt- 
ability, of our language. 

6. The essential rules of syntax have been so combined with 
the parsing as to lose their formality, without any diminution of 
their force. But few examples of false syntax have been given, 
for the reason that, in general, more benefit is derived from ad- 
miring the good than from criticising the bad. 

7. The ultimate aim of the author has been to cultivate 
such a love for the study of language as will finally lead to the 
formation of a correct taste. This accomplished, the best prac- 
tical results are sure to follow; but without this, rules and de- 
finitions will prove of little value. Even the slightest grammatical 
inaccuracies should, of course, be avoided ; yet language may be 
free from all these, and still fail of its end, — the clear and forci- 
ble expression of thought. In language, as in other things, ef- 
fectiveness slionld be regarded as the highest proof of excellence. 



PREFACE. yii 



The writer would take this opportunity to express his appre- 
ciation of the many excellent books on English grammar ; and 
as he has rejoiced in the success of other authors, and enjoyed 
the fruit of their labors, he confidently expects that they will be 
the first to discover and commend any excellences which this 
book may contain. Whatever errors or imperfections may have 
escaped notice will be corrected as soon as discovered, and any 
aid to this end, by way of friendly criticism, will be most grate- 
fully received. It is to be regretted that active employment in 
the school-room, together with a multitude of other cares and 
labors, has made it impossible to give the book that completeness 
and finish which such a work deserves. Imperfect as it may be, 
however, it is, at the solicitation of many teachers and students, 
submitted to the public, with the hope that upon thorough trial 
it will be found to meet at least some wants that have long 

been felt. 

G. H. Bell. 

Battle Ckeek, Mich., May 29, 1881. 



HINTS TO TEACHERS. 



1. Let your chief aim be to call out thought. Talk in such 
a way as to show at once what a necessity, as well as convenience, 
our language is. Without urging them to talk, lead your pupils 
to ask questions and express their views. 

2. Do not let your pupils forget, from first to last, that 
language is the expression of thought, and therefore subservient to it. 
First promote the clearest possible appreciation of the thought, 
and afterward notice how the clauses, phrases, and words, of the 
sentence, are adapted to the expression of the thought. 

3. In order to keep the meaning of the sentence continually 
in mind, require the class to remember the shorter sentences, 
after having them once read, and to analyze and parse them with 
their books shut. 

4. Whenever the analysis or the parsing grows monotonous, 
bring out the same thoughts by questions, returning, after a few 
minutes' exercise, to the ordinary method of recitation. 

5. Do not neglect the written exercises required as seat 
work. If the task assigned in the book is too heavy, lighten it ; 
but do not omit it, unless occasionally, and from special causes. 
Have the work thoroughly and neatly done ; and be sure to read 
and criticise the papers yourself. It is a good plan to mention 
some of their excellences and defects at the recitation, without 
betraying the name of the writer. 

6. If the examples given for analysis, parsing, etc., are too 
few in any lesson, add others of your own selecting ; if they 
are too many, use only what you need, but be sure to be 
thorough. It is thought that in some lessons there are so many 
examples that a part of tliem maj'^ be reserved for reviews and 
examinations. 

7. If in any school there is serious opposition to the form 
of analysis given in the models, you can bring out the same 
thing by questions until the prejudice is removed. 

8. Do not be too strenuous or exacting in those mere tech- 
nical forms of parsing that have no practical bearing upon the 
use of the language. Remember that parsing is only a means to 
an end, and is valuable only so far as it promotes a correct use 
and ready interpretation of the language. 

(viii) 



CONTENTS 



DISTINGUISHING OBJECTS.— (NOUNS.) 

Lesson. NECESSITY FOP. NAMES. Page. 

1. — Introduction 1 

2. — Naming and Classifying Objects. 3 

3. — Naming the Parts of Things 5 

4. — Parts of the Human Body. — First Ste^^s in Composition 6 

5. — Geographical Names 7 

COMMON AND PROPER NOUNS. 

6. — Class Names and Individual Names . 8 

7. — Initial Letters 10 

8. — Proper Names Consisting of Two or More Words.... 11 

NUMBER, 

9.— Number 12 

10.— Collective Nouns 13 

11. — Formation of the Plural 14 

12. — Nouns Ending in o and y 16 

13. — Nouns Ending in / and fe 18 

14. — Peculiarities in Number 20 

GENDER. 

15.— Gender 25 

16. — Peculiarities in Gender 27 

17.— Review 30 

18. —Review. — Continued 31 

QUALITIES AND CONDITIONS OF OBJECTS.— (QUALIFYING 
ADJECTIVES.) 

19.— Qualities 32 

20. — Classifying the Qualities of Objects. 33 

21. — Showing How to Write a Composition 34 

22. — Predicating and Assuming Qualities 35 

23. — Subject and Predicate . 37 

24.— The Copula 38 

25. — Analysis 39 

26. — Analysis of Sentences in which One Quality is Assumed 

and Another Predicated 41 

27. — Abstract Nouns 42 

28. — Parsing Nouns and Adjectives 43 

29. — Parsing. — Continued 43 

(ix) 



CONTENTS. 



ACTIONS PREDICATED.— (VERBS.) 

30. — Actions Performed and Received 44 

31. — Action Predicated 45 

32. — Subject of the Last Lssson Continued 46 

33. — Quality and Action 47 

34. — Quality and Action. — Continued. 48 

35.— Review 49 

ALLUDING TO OBJECTS.— (PRONOUNS.) 

36.— Objects Alluded to 50 

37. — Subject of the Last Lesson Continued 52 

38. — Parsing Pronouns ^ 53 

DISTINGUISHING OBJECTS OF THE ^AME KIND. — (LIMITING 
ADJECTIVES.) 

39. — Mere Limitations 54 

40. — Limiting Adjectives 56 

41. — Limiting Adjectives Used to Tell Hoav Many 57 

42.— Articles 58 

43. — Subject of the Last Lesson Continued. . 59 

44. — State or Condition . 60 

45. — Review 61 

46. — Action Denoted and Predicated in One Word 63 

47. — Parsing the Yerb 64 

ACTIONS AND QUALITIES MODIFIED.— (ADVERBS AND AD- 
VERBIAL PHRASES.) 

48.— Action Modified by a Single Word 65 

49. — Parsing Adverbs . . .' 66 

50. — Action Modified by Groups of Words. 67 

51. — Phrases Denoting Place and Time 68 

52. — Subject of the Last Lesson Continued. . 70 

53. — Parsing the Preposition and its Object. 71 

54, — Phrases Denoting Manner. . . 72 

55. — Phrases Denoting Cause or Purpose. 73 

56. — Subject of the Last Lesson Continued. . 74 

57. — Promiscuous Examples in Adverbial Phrases. 74 

58. — Promiscuous Examples. — Continued 75 

59. — Promiscuous Examples. — Continued 75 

OWNERSHIP, AUTHORSHIP, ORIGIN, FITNESS, ETC.— (POSSESS- 
IVE CASE AND ADJECTIVE PHRASE.) 

60. — Qualities and Limitations Shown by Groups of Words, . 76 

61, — Adjective Phrases 78 

62, — Nouns Denoting Ownership 78 

63, — Case, — Nominative and Possessive 80 

64, — Parsing Nouns in the Possessive Case. , 81 

65. — Possessive Nouns Denoting Kindred or Authorship,,, 82 



CONTENTS. 



XI 



66. — Possessive JSToims Denoting Origin or Fitness 83 

67. — Possessive Nouns Denoting Time, Weight, Measure.. 84 

68. — Possessive Pronouns 85 

69. — Parsing Possessive Pronouns 87 

70. — Pronouns. — Continued 88 

71. — Possession Denoted by a Plirase 89 

72.— Subject of the Last Lesson Continued 90 

73. — Phrases Denoting Origin or Authorship 91 

74. — Phrases Denoting Material; or the Whole, of which 

Something is a Part 91 

75. — Phrases Denoting Time, Measure, Weight, etc 92 

76. — Promiscuous Examples 93 

77. — Promiscuous Examples. — Continued 94 

78.— Qualities Modified 95 

VERBS.— THEIR CLASS, FORM, VOICE, TENSE, MODE, PERSON 
AND NUMBER. 

79. — Action Performed by the Subject and Received by an 

Object ■ 96 

80. — Subject of the Last Lesson Continued. . 97 

81. — Regular and Irregular Verbs 98 

82. — Transitive and Intransitive Verbs ; Voice 100 

83.— Parsing of Verbs 102 

84.--Verbs 104 

85.— Verbs.— Continued 104 

86.— Review. 105 

87. — Review. — Continued 106 

88.— Person and Number of the Verb 107 

89.— Person and Number of the Verb "To Be" 109 

90. — Interrogative Sentences Ill 

91. — Commands, Exhortations, etc 112 

92. — Imperative Mode 115 

93. — Declarative, Interrogative, and Imperative Sentences.. 115 

DESCRIBING OBJECTS BY REFERRING THEM TO A CLASS.— 
(APPOSITION AND NOUN IN PREDICATE.) 

94. — Class Predicated 116 

95. — Subject of the Last Lesson Continued. . 118 

96.— Class Assumed 119 

97. — Assuming One Class and Predicating Another 119 

98.— Class Continued 121 

99.— Class Continued 123 

100.— Class Continued 124 

101.— Class Continued 125 

1()2. — Assuming and Predicating Identity. 126 

103.— Class Continued 128 

104. — Promiscuous Examples 129 

105. ^Promiscuous Examples. — Continued. 129 

106.— Review. 130' 

107. — Review. — Continued 131 



xu 



CONTENTS. 



ASSUMING ACTION. — (PARTICIPLES.) 

108. — Action Assumed : . . 133 

109. — Participles, Present Active 134 

110. — Punctuation of Participial Phrases. . 135 

111. — Passive Participles 136 

112.— Participles.— Continued 138 

113. — Participles. — Continued 139 

114. — Participles. — Continued 140 

115. — Participles. — Continued 141 

NAMING ACTIONS AND QUALITIES.— (VERBAL AND ABSTRACT 

NOUNS.) 

116. — Actions and Qualities Named 142 

117. — Participial and Abstract Nouns. 143 

118. — Participial and Abstract Nouns, — Continued 144 

119. — Participial and Abstract Nouns. — Continued 144 

120. — Participial and Abstract Nouns. — Continued . 145 

121. — Second Form of Naming Action 145 

122.— Verbal Nouns 147 

123 —Review 147 

RELATIONS.— (CONJUNCTIONS.) 

124.— Coordinate Words 149 

125. — Coordinate Conjunctions 151 

126. — Special Signification of And, But, Yet, Or, and Nor.. 152 

127. — Punctuation of tlie Couplet and Series. 154 

128.— Coordinate Terms 157 

129. — Subject of the Last Lesson Continued. . 158 

130. — Coordinate Phrases 159 

131. —Coordinate Clauses 160 

132, — Coordinate Constructions 161 

133. — Coordinate Constructions. — Continued 162 

134. — Associated Conjunctions. 163 

135. — Correlative Conjunctions : 165 

130.— Review " 167 

137. —Review 168 

ELLIPSIS, ADDRESS, EMOTION, COMPARISON. 

138. — Adjectives Limiting a Noun Understood 169 

139. — Possessive Pronouns Limiting a Noun Understood.... 171 

140. — Subject of the Last Two Lessons Continued. 173 

141. — Nouns Independent by Address 175 

142. — Address Accompanied hy Emotion - 177 

14.3. — Adverl>ial Phrases without a Preposition. 178 

144. — Comparison Introduced by Like. 180 

145. — Review \ 181 



CONTENTS. xiii 



COORDINATE CLAUSES. 

146. — Compound Sentences 183 

147. — Coordinate Clauses. — Continued 184 

148. — Synoptical Review. 185 

149. — Subject of the Last Lesson Continued 188 

ADVERBIAL CLAUSES. 

150.— Adverbial Clauses 192 

151. — Adverbial Clauses. — Continued 194 

152. — Adverbial Clauses. — Continued 195 

153. — Adverbial Clauses. — Continued 196 

154. — Adverbial Clauses. — Continued 197 

155. — Adverbial Clauses. — Continued 198 

156. — Adverbial Clauses. — Continued . 199 

157. — Adverbial Clauses. — Continued 200 

158. — Adverbial Clauses. — Continued 201 

159. — Adverbial Clauses. — Continued . 202 

160. — Adverbial Clauses. — Continued 203 

ADJECTIVE CLAUSES. 

161.— Adjective Clauses 204 

162.— The Relative Pronoun as Subject 206 

163.— The Relative Pronoun as Object 207 

164. — Relative Pronoun in the Possessive Case 209 

165. — Relative Pronoun as Object of a Proposition. 210 

166. — Adjective Clauses. — Continued 211 

167. — Adjective Clauses. — Continued. 212 

168. — Adjective Clauses.— Continued , 213 

169. — Adjective Clauses. ^ — ^Continued 214 

170. — Adjective Clauses introduced by When and Where, , . . 215 

171. — Subject of the Last Lesson Continued. . 217 

172, — Clauses Introduced by Relative Adverbs 218 

173. — Subject of the Last Lesson Continued 219 

174. — Relative Pronoun used also as an Adjective. 220 

175. — Relative Pronoun Representing a Noun "Understood.. 222 

176. — Subject of the Last Lesson Continued 224 

177. — Adjective Clauses. — Continued '. 225 

178.— Review 225 

179. — Changing Constructions 226 

INTERROGATIVES. 

180. — Pronouns used in Asking Questions 228 

181. — Adjectives Used Interrogatively. 230 

182, — Interrogative Adjectives. — Continued. 231 

SUBSTANTIVE CLAUSES. 

183. — Substantive Clause as Object 232 

184. — Substantive Clauses Introduced by Interrogative Pro- 
nouns 233 



^iy CONTENTS. 



185. — Substantive Clauses Introduced by Conjunctive Abverbs 234 

,186. — The Substantive Clause as Subject 236 

187. — Substantive Clauses in Predicate and in Apposition... 237 

188. — Substantive Clauses. — Continued 239 

189.— Miscellaneous Exercise 239 

190. — Miscellaneous Exercise. — Continued 240 

191. — Miscellaneous Exercise. — Continued 241 

.192. — Miscellaneous Exercise. — Continued 242 

REVIEWS. 

193. — Review on Partici^Dles 243 

194. — Review on Verbal Nouns 244 

195. — Review on Class 245 

196. — Review on Interrogative Sentences. 245 

197. — Review on Coordinate Clauses. 246 

198. — Review on Substantive Clauses. . 247 

199. — Review on Relative Pronouns 248 

200. — Review on Relative Adverbs. 249 

201. — Synoptical Review 250 

INDICATIVE MODE. 

202. — Future Tense Predicating Action 252 

203. — Future Tense Predicating Quality, Condition, or Class 254 

204.— The Present Perfect Tense . 255 

205.— The Present Perfect Tense.— Continued 258 

206. — Subject of the Last Lesson Continued. . . 259 

207.— The Past Perfect Tense. 260 

208.— Miscellaneous Exercise in the Tenses . 261 

209.— The Future Perfect Tense. 262 

210. — Miscellaneous Exercise . 263 

211.— Tenses of the Verb ''To Be"... . 264 

212.— The Verbs ''Sit," "Set," "Lie" and "Lay" 265 

213. — Progressive Form 266 

214. — Subject of the Last Lesson Continued. 269 

215. — Passive Form . 270 

216. — Promiscuous Exercise 271 

217. — Emphatic Form 272 

PARTICIPLES RESUMED. 

218. — Perfect Participles . 275 

219. — Subject of the Last Lesson Continued. . 278 

220. — Complete Classification of Participles. 179 

221. — Miscellaneous Exercise 281 

222. — Miscellaneous Exercise. — Continued 281 

223. — Miscellaneous Exercise. — Continued ] ' ' ' 282 

224. —Synopsis of the Formation and uses of the biiSferent 

Tenses and Participles 283 

225. — Review Exercise 285 

226. — Review Exercise. —Continued 286 



CONTENTS. XV 



POTENTIAL MODE. 

227.— Potential Mode ; Present and Past Tenses 287 

228.— The Present and Past Potential of ''To Have" 289 

229.— The Perfect Tenses of the Potential Mode 290 

230. — Promiscuous Review 292 

231. — Potential Mode Predicating Existence, Quality, Condi- 
tion, or Class 293 

232.— Progressive Form of the Potential Mode 295 

233. — Subject of the Last Lesson Continued 297 

234.— Passive Voice of the Potential Mode 298 

235.— Various Forms of the Potential Mode. . 299 

236.— Review Exercise 300 

237. — Review Exercise. — Continued 301 

IMPEKATIVE MODE. 
238.— The Imperative Mode . 301 

INFINITIVE MODE. 

239.— The Infinitive Mode 302 

240. — Subject of the Last Lesson Continued 305 

241. — Progressive and Passive Forms of the Infinitive Mode 306 

242. — Subject of the Last Lesson Continued 308 

243.— Miscellaneous Exercise 309 

PHRASES IN PREDICATE. 

244. — The Infinitive and other Phrases in the Predicate. . . . 310 
245. — Subject of the Last Lesson Continued. . 312 

PHRASES ABSOLUTE. 

246. — Noun Independent with a Participle 313 

247. — Subject of the Last Lesson Continued. . . 315 

248. — Participles, Nouns Independent, Etc 317 

SUBJUNCTIVE MODE. 

249.— Subjunctive Mode 318 

250.— Conditional Clauses 321 

251. — Subject of the Last Lesson Continued 322 

COMPLETE CONJUGATION, ETC. 

252, — Description of the Tense Forms 323 

253. — Condensed Conjugation of the Verb 325 

254. — Miscellaneous Exercise 333 

255. — Miscellaneous Exercise. — Continued 334 

256. — Miscellaneous Exercise. — Continued 334 

CORRELATIVE CLAUSES. 

257. — Comparison Introduced by an Adjective. 335 

258. — Clauses Introduced by "As" 339 

259.— Correlative Clauses with "As" and "Than"...." 341 



XVI 



CONTENTS. 



260. — Correlative Clauses Denoting Consequence 342 

261. — Transposed Correlative Clauses 343 

262. — Correlative Clauses. — Continued. 345 

263. — Correlative Clauses Denoting Purpose 347 

264. — Correlative Clauses. — Continued 349 

METHODS OF EXPRESSING EMOTION. 

265. — Emotional Expressions . 350 

266. — Emotion Expressed by a Single Word 352 

267. — Elliptical Expressions of Emotion 353 

268. — Subject of the Last Lesson Continued 355 

COPULATIVE VERBS. 
PREDICATING QUALITY, CONDITION, OR CLASS 

269. — Quality Acquired or Discovered Through the Action of 

the Verb 356 

270. — Copulative Yerbs L^sed to Predicate Accompanying 

State 358 

271. — Copulative Yerbs Predicating Class 359 

272. — Accompanying Action or State 361 

273. — Miscellaneous Exercise 362 

274. — Miscellaneous Exercise. — Continued 363 

DOUBLE OBJECT. — NOUN AND ADJECTIVE. 

275. — Double Object Consisting of a Noun or Pronoun with 

an Adjective 364 

276. — Subject of the Last Lesson Continued. . 366 

277.— Abridged Clause with, '"To Be," "As," "As Being". . 367 

278. — Promiscuous Exercise in Copulative Yerbs 368 

279. — Copulative Yerbs in the Passive Yoice 3^ 

DOUBLE OBJECT.— NOUN AND NOUN. 

280. — Double Object Consisting of Two Nouns 370 

281. — Subject of the Last Lesson Continued 372 

282. — Copulative Yerbs in the Passive Yoice Followed by a 

Noun 373 

DOUBLE OBJECT. — NOUN AND INFINITIVE. 

283. — Double Object Consisting of an Infinitive and its Subject 375 

284. — Review Exercise 376 

285. — Copulative Yerbs in the Passive Yoice Followed by an 

Infinitive 377 

286. — Miscellaneous Review. . 378 

287. — Miscellaneous Review. — Continued. . 379 

288. — Miscellaneous Review. — Continued'. . 379 

Miscellaneous Examples 380 

Classification of the Parts of Speech 403 

Notes on Peculiar Constructions, etc 407 

Letter Writing 410 



English Language. 



Introduction. 



To the Teacher. — If we would arouse the minds of children, and 
awaken in them a permanent interest in any subject, we must lose no time in 
giving them something to do. To that end, the first exercises in this book are 
made so simple that every child can take part in them. 

As soon as the pupil finds that he can do what the teacher requires of him, 
he becomes courageous and hopeful. He has been victorious in the first en- 
counter, and expects to conquer in those that are to follow. This courageous, 
hopeful spirit is indispensable to success, and the first aim of the teacher 
should be to inspire such a feeling. 

If these exercises seem inappropriate to the age and intelligence of your 
class, pass on the more rapidly, taking two or three lessons at a recitation; 
but be sure that the work is done., and well done. 

1. The Study of Language. 

We are now to begin the study of language. Lan- 
guage is what we use in teUing our thoughts. We speak 
to those who are present, and write to those who are ab- 
sent. When we think, we think about some thing, and 
when we talk about that thing, we have to name it ; so 
we must have a name for every thing we talk about. 

We talk about the trees, the grass, the flowers, the 
sky, the sun, — about rivers and lakes, mountains and for- 
ests, hills and valleys, fields and brooks, — about our hopes 
and fears, our joys and sorrows, our successes and disap- 
pointments ; our friends, our relatives, our playmates, and 
thousands of other things. 



IXTEODUCTION. 



2. Exercise in Naming Objects. 

For all these things we must have names; and in or- 
der that you may see how necessary these names are, we 
will notice how many of them we use in talking of the 
commonest things. 

You may give the names of, — 

1. The objects in this room. 3. Articles of furniture. 

3. The rooms of a house. 4. Things that people wear. 

5. Things seen in the street. 

Suggestions. — Whenever the members of the class hesitate in giv- 
ing the names of objects, and the delay is suflacient to cause dullness, drop 
in names yourself until they get started again. Do not dwell too long on any 
one thing, but get all you can from the class without too much delay. We 
do not care so much to exhaust the subject, as to give an idea of the multi- 
tude and variety of names iu our language, thereby making the study of those 
names seem important. 

As fast as the names are given, write them on the blackboard, as illus- 
trated below. Do not be too formal: the chief object in this exercise is to 
awaken an interest in the study of language. Make the exercise lively at any 
cost. While writing the names upon the blackboard, it would be a good plan 
to have each member of the class write them on his slate, or upon paper. 

ILLUSTRATIONS. 

(a) Objects in tlie Room.— Desk, boys, box, pointer, chair, girls, pa- 
per, clock, picture, flowers, pencils, rostrum, blackboard, vase, pens, iron, cray- 
ons, pipes, ink, boards, books, windows, ink-bottles, paint, bell, doors, rules, 
scholars, charts, maps. 

(b) Koonis of a House.— Sitting-room, parlor, kitchen, bed-room, 
closet, pantry, library, dining-room, drawing-room, hall, cellar, garret, chambers. 

(c) Articles of Furniture.— Chairs, tables, bedsteads, stoves, book- 
case, bureau, stand, sofa, ottoman. 

(d) Tilings tliat People Wear.— Hats, coats, vests, boots, rubbers, 
fnrs. shoes, dress, apron, bonnet, slippers, muff, collars, cuffs, neck-ties, sacks, 
shawl, overalls, hood, overcoat, wrapper, mittens, gloves, vail, muffler, cape, 
cap, scarf, cloak, hose. 

(e) Things Seen in tlie Street.— Horses, wagons, carriages, men, 
women, houses, carts, flowers, trees, walks, dust, mud, water, grass, birds, 
churches, cars, dogs, fence, stores. 

3. Questions. 

1. Why must we liave names for all these objects? — 
Because 'ice cannot talk about them icithout naming them. 

2. What are we studying ? — Language. 



NAMING AND CLASSIFYING OBJECTS. ^ 

6 

3. How do we use language ? — In telling our thoughts. 

4. How do we tell our thoughts to those who are 
present ? 

5. How to those who are absent ? 

6. When we wish to talk or write about anything, 
what is it necessary to do ? — Name the thing. 

7. For what, then, must we have names ? 

4. "Written Exercise ; for Seat Work. 
Write the names of things that are raised in the gar- 
den; things that are raised in the field; different kinds of 
fruit; wild animals; domestic animals. Put these names 
upon paper, just as we have put names upon the black- 
board to-day, and bring the papers to the next recitation. 



Naming and Classifying Objects. 

1. Questions. 

1. What use do we have for language ? 

2. When do we tell our thoughts by writing ? 

3. What do you expect to learn from these lessons ? 

4. Can you not talk and write already ? 

5. Why do. you come here to learn what you already 
tnow ? — We must learn to speak and write better than 
we now can. 

6. What kind of words have we found to be very 
necessary ? 

7. Why are names so necessary ? 

8. What classes of things did we name yesterday ? 

9. What classes of things were you to name on the 
papers that you have brought ki to-day? 



. NAMING AND CLASSIFYING OBJECTS. 

10. Without looking on your paper, name as many as 
you can of the first class. 

11. Name as many as you can of the second class ; of 
the third class ; the fourth ; the fifth. 

12. Why do we need so many names in language ? — 
^Mlen we talk, we must first name the thing that we ivish 
to talk about. 

2. Naming Objects. 
Give the names of different kinds of, — 

1. Wild birds. 3. Trees. 

2. Domestic fowls. 4. Flowers. 

3. Nouns. 

All names are called nouns. 

Which words are nouns in the sentences that I will 
now speak ? 

EXAMPLES. 

1. The clock ticks on the wall. 

2. Two boys are skating on the ice. 

3. The meadows by the road-side were sweet with new-mown 
hay. 

4. Time is money. 

5. Fishes draw water through their gills as men draw air 
through their nostrils. 

6. The lost child had yellow hair, blue eyes, and a freckled 
face. 

4. Written Exercise ; for Seat Work. 

Select fifty names from your reading-book, and pass 
them in, neatly written on paper, at the next recitation. 



NAMING THE PARTS OF THINGS. 



Naming the Parts of Things. 

1. Questions and Exercises. 

Sometimes we wish to speak of the parts of objects, 
and then we need names for those parts just as much as 
we need names for the objects themselves. 

1. What two parts has a broom ? 

2. What three parts has a pin ? 

3. What two principal parts has a knife ? 4. What do 
you call that part of the blade that is farthest from the 
handle ? 5. What do you call that part of the blade that 
is nearest to the handle ? 6. What other parts of the 
blade can you name ? Y. Which part is called the hilt ? 
8. What do we call the thin plates of iron or brass that 
line the handle on each side ? 9. What other parts of the 
handle can you name ? 

10. What do we call the thin coat that covers an ap- 
ple ? 11. What do we call the central part? 12. What 
do we call the part that is between those just named ? 13. 
What do we call the part that fastens the apple to the 
tree ? 14. What do we call the part just opposite the one 
last named ? 15. What part of an apple is called the pulp? 
16. What does the core contain ? 

17. Name the parts of a wooden pail. 

18. Name the parts of a plow. 

19. What parts of a wagon can you name ? 

20. Name the parts of a clock. 

Suggestions.— While talking about an object, such as a knife, a pin, 
or an apple, have the object in your hand, and point to the parts as they are 
named. In this way you will be more likely to secure the attention of all the 
members of your class, and a more lasting impression will be made. When- 
ever practicable, take pains to point out the parts of such objects as the plow 
or the wagon to all who are not familiar with them. The writing of the words 
will be a good exercise in spelling. 



FIBST STEPS ly COMPOSITION. 



2. Written Exercise ; for Seat Work. 

Write about wagons, naming and describing their 
parts, and telling what purposes they serve. Draw a line 
under every noun. 



Parts of the Human Body.— First Steps in 
Composition. 

Q,uestions and Exercises. 
You may now give the names of the parts of the hu- 
man body, while I write the names on the blackboard. 

1. Questions. 

1. What are the principal parts of the human body ? 
— Jlead, trunk, and limbs. 

2. What are the principal parts of the head? 3. 
What name is given to the bony wall that protects the 
brain ? 4. What is that part called which covers the 
skull ? 5. What is borne upon the scalp ? 6. Name the 
parts of the face. 7. Name the parts of the mouth. 

8. What are the principal parts of the trunk? 

CTiest, abdomen, hips, breast, sides, back. 

9. What does the chest contain ? 

10. Name the different parts of the arm. 

11. Name the parts of the leg. 

12. What names are given to the different parts of 
the hand ? 

13. What names are given to the different parts of 
the foot? 

14. Wliat parts of the Ixxly are most used? 

15. Which a>v most useful — tlie lianis or the feet ?" 
IG. Whicli c-)uld you best bear— to be blind, or to 

be (leaf ? Whv ? 



GEOGRAPHICAL NAMES. 



17. Tell some things that can be done with the hands. 

18. For what purposes are the eyes chiefly used ? 

Suggestions.— These questions should he varied, increased, or dimin- 
ished, according to the intelligence of the class and the kind of answers giv- 
en. These lessons are meant to meet the wants of children, and are none too 
simple to serve that purpose. It will also be found, upon trial, that they are 
well adapted to such older persons as are called hard to learn. If they are 
too easy for your class, ask fewer and harder questions, and, if need he, 
combine two lessons in one. 

2. Written Exercise ; for Seat Work. 

Write something about the most important parts of 
the body and their uses. Begin the first word of each 
sentence with a capital letter, and put a period at the 
close of each sentence, unless it is a question or an exclama- 
tion. Do not forget to cross the t's and dot the i's. 



Greograpliical' Names. 

Suggestions.— It is a good plan to gather the papers at the beginning 
of each recitation, and, glancing over them, praise the excellences, point out 
the most glaring defects, especially in form and arrangement, and give in- 
struction for future work. Do not be severe. Let your remarks be brief, and 
of an encouraging nature. You can -accomplish more by approving the good 
than by censuring the wrong. 

1. Q,uestions and Exercises. 

As I wvitQ these names on the blackboard, you may 
write them on your slate or paper. 

1. What do we call a body of water that is sur- 
rounded by land ? 2. What do we call a point of land 
extending into the sea ? 3. What name do we give to a 
large stream of water ? 4. What do we call very small 
streams ? 5. What do we call a body of land with water 
all around it ? 6. What do we call a very high ridge of 
land? 

7. In what State' do you live ? 8. What other States 
can you name ? 9. Which is the largest river in the 
world? 10. Which is the longest? 11. What other rivers 



g CLASS NAMES AND INDIVIDUAL NAMES. 

can you name ? 12. What countries ? 13. What city is the 
capital of this State ? 14. What is the capital of the 
United States ? 15. Name other cities. 

Each of these names of cities, rivers, States, etc., 
must begin with a capital letter, as you see on the black- 
board. 

2. Seat Work. 

Write names of — 

Lakes, oceans, seas, gulfs, bays, counties, townships, 
villages. 



Class Names and Individual Names. 

1. Questions and Instruction. 
Get ready to copy names as fast as I write them 
on the board. 

1. Give me names of boys. 

2. Give names of girls. 

3. If several boys were playing on the ice, and I 
should say, " A boy fell ", could you tell which boy I 
meant ? If I should say, " John fell ", could you tell 
which one I meant ? 

4. If I should say, "^ girl is singing''\ could you 
tell which particular girl I meant? Could you, if I should 
say, "Ellen is singing''^? 

5. If I should say, ^^ My uncle lives in a city", 
could you tell what city I meant? Could you tell, if I 
should say, ^^ He lives in Boston"? 

6. Can boy mean any boy? Can city mean any 
city? Can Andrew mean any boy ? Can Detroit 
mean any city ? 

7. If I should say, "-A pupil is careless", could you 
tell which one of this class I meant? Could you if I 
should sav, "Jane is careless''''? 



COMMON AND PROPER NOUNS. q 

8. We may use the noun merchant in speaking of 
any one of the class of men called merchants; friend, in 
speaking of any one of my friends; doctor, in speaking of 
any one of that class; and teacher, in speaking of any one 
of the class of persons called teachers. 

But if we wish to speak of some particular mer- 
chant, friend, doctor, or teacher, we have to use a different 
kind of noun; such as, Mr. Ford; Joseph; Alonzo Palmer; 
Miss Boardman. 

9. So we may use the noun island in talking of any 
one of that class of things; milage, in speaking of any 
village. 

But if we wish to talk aboat a particular island 
or village, we must use a different name; such as, Borneo; 
Bloomfield. 

10. A noun like friend or village that may be applied 
to any one of a class is called a common noun; but 
a noun that means some particular one of a class, like Jo- 
seph or Borneo, is called a proper noun, 

2. Exercises. 

(a.) Each give a proper noun that names a person. 
Each give a proper noun that names a place. Give a com- 
mon noun that names a place; a person. 

( ^.) Tell which of the following nouns are common, 
and which are proper : — 

Examples. — Niagara, lake, corn, John, paper, map, Boston, 
hill, Ellen, wheat, gold, Detroit, Italy, knife, mountain, Alabama, 
book, Mexico, vase, field, Johnson, Lowell, car, corn, bread, ice, 
snow, sugar, Iceland, apple, glass, Mary, Maine, lily, house, Mon- 
treal, Hudson River, Casco Bay, Bay of Fundy, Elk Rapids, 
song, poetry, flowers. Harper's Ferry, Glenn's Falls, Lake of the 
Woods, Mountains of the Moon. 

Note. — Names of substances, such as gold, clialk, snow, etc., are classed 
among the common nouns. 

3. Seat Work. 

Write fifty common nouns in one group, and forty 
proper nouns in another group. 



lO 



INITIAL LETTERS. 



Initial Letters. 

1. Instruction and Exercises. 

1. We will now give attention to the list of nouns 
in the last lesson. The first letter of a word is called the 
initial letter of that word. 

2. Wliat kind of initial letter have the common nouns ? 
With what kind of letter does each proper noun begin ? 

3. Write the following nouns correctly : — 
Examples. — andrew, Baltimore, Nation, country, london^ 

plain, Desk, moses, Ida, Map, book, Boston, detroit, emma, a 
Lord and Lady, england, europe, ocean, peninsula. Cataract, for- 
est, Richmond, levi. Riches, buffalo, a Buffalo, Cleveland, Mos- 
cow, paris, peru, poverty, Silver, son-ow, Gratitude, virtue, good- 
ness. 

4. Some common nouns begin with a capital letter^ 
such as the names of the months, the names of the days 
of the iceeJc, and the names of triMs, races, political par- 
ties^ etc. 

Examples. — January, May, Monday, Wednesday, Choctaws, 
Circassians, Whigs. 

But the names of the seasons take a small initial. 
Exa:mples. — The four seasons of our year are spring, summer, 
autumn, winter. 

2. Seat Work. 

Write the following sentences correctly : — 

1. My Friend Arthur is in brazil. 

2. He expects to start for Home on the first tuesday in July. 

3. One day in early Spring, philip, jane, and lucy went into 
the woods to gather wild Flowers. 

4. naples is a beautiful City in Italy. 

5. The shortest Days of the year are in december. 

6. September, October, and november are called the Autumn 
Months. 



PBOPEB names: J J 



7. The grand divisions of the eastern continent are europe, 
asia, and Africa. 

8. The warmest season of the year is called summer. 

9. The first day of the week is called Sunday. 

10. in the valley of Elah, david, the young Shepherd, fought 
with goliath, the Giant of gath. 

11. The democrats and the republicans are the leading parties 
in our country. 

12. The sioux are a warlike tribe. 



Proper Names Consisting of Two or More Words. 

1. Instruction and Exercises. 
( a.) When a common noun is used with a proper noun, 
or when two common nouns are used together, to name a 
person or place, each noun usually has a capital initial. 

Examples.— Gulf of Mexico, Hudson's Bay, Cape Ann, Cap- 
tain Brown, Colonel Shaw^ Otter Creek, Isle of Man, 
(5.) Write the following names correctly; — 
Examples. — Cape cod, Staten island, elijah, river, Columbia 
river, bay, casco bay. Lake, house. Horse, lake Geneva, michigan 
city, mount Washington, bay of panama, gulf of Darien, Mount 
Holyoke, boston harbor, Hampton roads, shenandoah valley, 
Washington Prairie, Straits of magellan, florida Peninsula, isthmus 
of Suez, Cape of Good Hope, Victoria land, london Bridge, 
moosehead lake. 

( c.) Write the following sentences correctly : — 
1. The odd fellows have built a hall at silver creek. 
3. Malays and Indians, as well as negroes,* have a dark com- 
plexion. 

3. The picts and scots were tribes of ancient britain. 

4. The waldenses reside in the valleys of piedmont. 

2. Seat Work. 
Write a composition on what you have learned about 
common and proper nouns. 

*NoTE.— It is customary to begin negroes and heathen with a small letter. 



J 2 NUMBER. 



Number. 



1. Instruction and Exercises. 

[a,) Tell which words are nouns in the following sen- 
tences: — 

1. A river is a large stream of water. 

2. The tall pine waves in the wind. 

3. The mountain and the squirrel had a quarrel. 

4. The robin and the wren are flown, and from the shrubs 

the jay ; 
And from the wood-top calls the crow through all the 
gloomy day. 

How would you change the noun river to make it 
mean more than one river? AYhat change would you make 
in the noun stream if you wanted to speak of more than 
one stream ? 

In sentences 2 and 3 how would you change each 
noun to make it mean more than one ? 

What noun in sentence 4 means more than one? 
How Avould you change it to make it mean only one? 
How would you change each of the other nouns to make 
it mean more than one ? 

[h.) Which of the following nouns name only one thing? 
Which of them name more than one thing ? 

Ex. — Tree, men, field, children, lake, brooks, pebbles, flute, 
harps, chains, bonnet, willow, kitchen, tongue, face, village, leaf, 
crosses, castle, violets, garden, park, sword. 

( c.) Give other nouns that name just one thing. Others 
that name more than one. 

When a noun names just one thing, a single object, 
it is said to be in the siiig'iilar number; but when 
it means more than one thing, it is said to be in the 
plural number. 



COLLECTIVE NOUNS, j^ 

( d.) Which of the following nouns are in the singular 
number, and which in the plural ? 

Ex. — Valley, plctare, stones, doors, vase, lamp, tents, boat, 
rocks, vines, curtain, pinks, paths, man, sky, sphere, homes, life, 
scenes, world, seasons, herd, flock, stoves, schools, mob, clouds, 
family, woodlands, swarm, armies, shores. 

(e.) Change the number of each of these nouns. 

MODEL. 

Valley, is a noun, common, singular number ; its plural is 



3. Seat Work. 

Copy the following sentences; put c over every com- 
mon noun and r over every proper noun; draw one line 
under every noun in the singular number, and two under 
every noun in the plural number. 

EXAMPLES. 

1. The vessel brought tea from China, tigers and elephants 
from India, parrots, bananas, and coffee from Brazil, and sugar 
from Cuba. 

2. At the door on summer evenings sat the little Hiawatha. 

3. With the ebb of the tide, the ships sailed out of the harbor. 

4. Day after day, in the gray of the dawn, plodded the Ger- 
man farmer, with flowers and fruits for the market. 



I<I^g^O>f 10. 

Collective Nouns. 

1. Instruction and Exercises. 

1. Examine the list of nouns under [d.) last lesson, 
and tell which of them name collections of objects. 

2. Names of collections are called collective nouns. 

3. Which of the following nouns are collective ? 

Ex. — Houses, assembly, plains, council, rivers, soldiers, army, 
torrents, band, voices, forests, company, senate, sailors, regiments. 



14 



FOEMATION OF THE PLUEAL, 



4. Is soldiers a collective noun? Why not? — Because 
the word soldiers does not necessarily name a collection of 
objects; the soldiers may he in different places far apart. 

5. Would the soldiers make an army unless collected 
together in one place ? 

6. What other collective nouns can you give? 

T. Turn to the page of this book, and see how 

many you can find. 

8. Now listen while I read from another book, and 
tell me when I come to a collective noun. 
2. Seat Work. 

( a.) Make lists of common nouns in both numbers, put- 
ting the singular nouns in one column, and the plural in 
another. 

( b.) Make a list of collective nouns in both numbers. 

( c.) Make a list of proper nouns in the singular number. 

Can you make out a list of proper nouns in the plural 
number ? 



Formation of the Plural. 

1. Instruction. 
1. Examine the nouns below, and notice how the 
plural is formed. The dark, broad-faced letters show 
what has to be added to the singular noun to make it 
plural. 





EXAMPLES. 






Singular, 


Plural. 


Singular, 


Plural. 


1. Time, 


times. 


1. Gas, 


gas-es. 


2. Hill, 


bills. 


2. Hiss, 


hiss-es. 


3. Loom, 


looms. 


3. Box, 


box-es. 


4. Window, 


windows. 


4. Piece, 


piec-es. 


5. Roof, 


roofs. 


5. Maze, 


mazes. 


6. Hand, 


bands. 


6. Wish, 


wish es. 


7. Tree, 


trees. 


7. Arch, 


arch-es. 


8. Lake, 


lakes. 


8. Barge, 


barg-es. 



FORMATION OF THE PLURAL. 



i5 



2. How are the plurals formed in the first column ? 
Does the addition of the s increa&e the number of sylla- 
bles ? 

3. How are the plurals formed in the second column ? 
Does the addition of es increase the number of syllables ? 

4. Can you tell any reason why es should be added 
to these words instead of adding s as in the first column ? 

Add s instead of es to each of the words in the 
second column, and then try to speak the words thus 
formed, without increasing the number of syllables. 

5. Try to speak the word foxs. Speak gas and gass, 
and see what difference you can make in the two words. 
Try to speak the words lashs, fishs, waltzs, taxs, glasss, 
each in one syllable. 

By these experiments we see that when a noun ends 
in the sound of s, j, or z, sh or ch, we cannot easily add 
S without forming a new syllable, and that is the reason 
why we add the syllable es to such nouns. 

6. The letter x sounds like ks, so any noun that ends 
in X really ends in the sound of s. Nouns ending in ge 
end in the sound of j, for the g is soft, and the e is si- 
lent, as it is also in piece, maze, and many other words. 

Silent e at the end of a word is dropped before add- 
ing es, as it always is before a syllable beginning with a 
vowel. 

2. Exercises. 

( a.) Which of the following nouns form the plural by 
adding s. Which by adding es, and w^hy ? 

Examples. — Council, ocean, march, flood, bush, mountain, 
topaz, cage, lens, ax, hedge, lace, case, field, atlas, town, race, 
ridge, conscience, forest, porch, adz, plain, prairie, lynx. 

( b.) Why are the following plurals improper ? — 

Examples. — Watchs, cloudes, taxs, bookes, dishs, inclis. 

Correct them. 



i6 



IfOUyS ENDIXG IN AND T. 



3. Seat Work. 

Change the number of the nouns in the following 
sentences, making such other changes as are Tendered 
necessary by the change in the number of the nouns. 

EXAMPLES. 

1. Every porch and arch of the church was highly ornamented. 

2. Sword and shield, mace and battle-ax, lay together in a 
confused heap. 

3. Chart and compass, book and atlas, were alike unknown. 

4. A dried fish hung from the ridge of the wigwam. 

5. Every ray of the setting sun gilded the bush with bur- 
nished gold; 

6. As the gondola passed under the bridge, my attention 
was attracted by a sudden splash, and when I turned my face, 
the gondolier had disappeared. 

7. A fox leaped over the fence, and hid beneath a branch of 
hemlock. 



Nouns Ending in o and y. 

1. Instruction. 

1. Notice how the plural of the following nouns is 
formed. 

EXAMPLES. 

Singular^ Plural. 

Valley, valleys. 

Money, moneys. 

Lady, ladies. 

Balcony, balcomes. 

2. In the first column the nouns all end in y. Val- 
ley and money form the plural by adding s, but lady and 
balcony change the y to ie (the old-fashioned spelling) and 
then add s. 

3. These different ways of forming the plural of words 
ending in y are caused by the different kinds of letter 



Singular y 


Plural. 


Cargo, 


cargoes. 


Potato, 


potatoes. 


Cameo, 


cameos. 


Seraglio, 


seraglios. 



MOUIiS ENDING IN AND T. j^ 

that come before the y. In valley and raoney the letter 
just before the ?/ is a vowel, so the y is left unchanged ; 
but in lady and balcony the letter just before the y is a 
consonant, so the y is changed to ie before adding s. 

4. In the second column the words all end in o. In 
the first two words, o comes after a consonant, and for 
this reason, es is added to form the plural ; but in the 
other two, o comes after a vowel, and so s alone is added. 

How many syllables in cargo ? How many in car- 
goes ? Then does the es added to nouns ending in o in- 
crease the number of their syllables ? Nouns ending in 
U or 1 commonly form the plural like those ending in o. 

5. The letters a, e, i, o, u are vowels. All the other 
letters are consonants, except w and y, which are some- 
times vowels and sometimes consonants. W is a vowel 
when it has the sound of u, and y is a vowel when it 
has the sound of i. , 

6. Some of our noans ending in o are taken directly 
from other languages. Such nouns form their plural by 
adding s instead of es. But when they have been long 
and familiarly used in pur language, they generally form 
their plural like ordinary English nouns. With regard to 
some of these nouns, however, custom is not uniform, even 
among good scholars, some preferring the plural formed 
by adding s, and others the plural formed by adding es. 
For example, the plural of domino may be dominos or 
dominoes ; of portico, porticos or porticoes ; of piano, 
pianos or pianoes ; etc, 

2. Exercises. 

(a.) Which of the following nouns form the plural 
by adding s ? Tell how the plural of each of the other 
nouns is made. 

Examples. — Echo, forest, volley, sky, flood, chimney, pony, 
volcano, sash, tax, adz, torch, larch, watch, folio, grace, bay, 
country, pulley, cage, hippopotamus. 

2 



jg NOUXS ENDING IN F AND FE. 



(b.) Correct the following plurals;— 

Examples. — Flys, bushs, tornados, monkies. berrys, folioes, 
countys, monies, chimnies, cherrys, boy's. 

3. Seat Work. 
Rewrite the following sentences, changing the number 
of the nouns in italics, and making such other changes as 
are rendered necessary by the change of the noun. 

EXAMPLES. 

1. Bridges with several arches spanned the limpid streams at 
the bottom of the narrow valleys. 

2. A fairy dances about the marsh. 

3. A tomato is under the dish. 

4. With torch in hand, we traveled on through 2:>orch and arch. 

5. A face peeped over the uxdl. 

6. An emu is taller than a crane. 

7. A volcano belches forth a mass of liquid rock. 

8. He writes a folio in an hour. 

9. The hero boldly dispatched the mosquito that had annoyed 
the ladij. 

10. The rocks on the opposite shore gave a distinct echo of 
the waltz played by the mulatto. 

11. The rhinoceros is not a native of this country. 

12. A gnu is sometimes called a horned horse. 



J^tMO}^ 13- 

Nouns Ending in f and fe. 

1. Questions in Review. 

1. How do nouns ordinarily form their plural ? 

2. What nouns add the syllable es to form their 
plural ? Give examples from the sentences on the paper 
just written out. 

3. How do nouns ending in y make their plural ? 

4. How do we make the plural of nouns endini*- in o ? 



NOUNS ENDING IN F AND FE. j g 

5, When we add es to a noun ending in o, do we in- 
crease the number of its syllables ? 

6. What may be said of the plural of foreign nouns ? 

2. Instruction. 

1. The following nou^s ending in f form the plural 
by changing f to ve before adding s : — 

Loaf, thief, shelf, half, leaf, wolf, 

self, sheaf, beef, elf, calf, wharf.* 

2. Some nouns ending in fe change the /" to v before 
adding sy as, knife, knives; wife, wives; life, lives. 

3. Exercise. 

Change the number of the following nouns, and use 
their plurals in sentences of your own: — 

Examples. — Roof, thief, chief, fife, life, strife, leaf, grief, 
sheaf, gulf, wolf, shelf, waif. 

4. Instruction Resumed. 

• The plural of letters, signs, figures, and words men- 
tioned merely as words, is formed by adding the apostro- 
phe and s ('s). . . X 

EXAMPLES. 

1. You are careless about dotting your i's and crossing your 
t's. 

2. There are too many and'st and ma's in your composition. 

3. Your 9's and -f' s are neatly made. 

5. Exercise. 
Write the following sentences correctly:— 

1. Two Chieves lay upon the fallen leafs. 

2. Ahs and Ohs are found in almost every line. 

*]SroTE. — TFAar/ has two ways of making its plural,— wharfs and wharves. 
When staff means a stick, its plural is staves; but when it means a band of 
oflacers, its plural is staffs. , 

tNoTB.— This method of forming the plural of other parts of speech used as 
nouns is taught by some of our most rocent authors. See Whitney's Essentials 
of English Grammar, p. 54. Some, however, prefer ' simply to add s without 
^n apostrophe. 



20 



PECULIARITIES IN NUMBER. 



3. There are some bookes on my slielfs that have been much 
read ; such as the lifes of Great men, the voyages of Columbus, 
captain cook, and commodore Kane, and the conquest of mexico 
by cortez. 

4 As soon as the wolfs had devoured the sheep, they at- 
tacked the calfs. 

5. Printed 9es look some like 6es inverted. 

6. His ors and buts came so often that all began to laugh. 

6. Seat Work. 

1. Write sentences containing the plurals of the fol 
lowing words, letters, and signs : — 

ExAiviPLES. — Kjiife, sheaf, hoof, half, thief, grief, 7, *, p, q. 



I<E^^^O>[ 14. 

Peculiarities in Number. 

To tlie Teacher.— It is not expected that the lists of words given in this 
lesson will be committed to memory ; indeed it would be a waste of time for 
the pupil to do so. Frequent reference to the lists will after a time make 
them sufficiently familiar. 

The Exercise and the Seat Work should be required ; and in connection 
> with these, some general questions should be asked. 

1. Lists for Reference. 

(a.) Some nouns have very irregular w^ays of 
forming their plural. 

EXAMPLES. 

Singulary Plural. Singular, 

Man, men. Foot, 

Woman, women. Tooth, 

Child, children. Goose, 

Ox, oxen. Mouse, 

(b.) Some nouns have no plural. 



Plural. 

feet. 

teeth. 

geese. 

mice. 



Gold, 
silver, 
copper, 



EXAMPLES. 

wheat, chalk, 

rye, ice, 

corn, clay. 



tar, 

hemp, 

vineijar, 



I 



PECULIARITIES IN NUMBER. 



21 



tin, millet, flesh, gratitude, 

lead, barley, mortar, darkness. 

Remark. — Some nouns of this class may take the plu- 
ral form to denote different kinds of the same substance. 

Examples. — 1. Most of the %dnes now in market contain 
very little of the juice of the grape. 2, Vegetable oils are the 
most wholesome. 

Others take the plural form when the name of the 
material is used to name the things made of it. So the 
glazier has tms for fastening panes of glass, the house- 
wife has tins for baking purposes, the printer has his leads, 
and cents are sometimes called coppers' but in their ordi- 
nary use the words given above, and many others, have 
no plural form. 

(c.) Some nouns have no singular. 

EXAMPLES, 



Annals, 


clothes, 


oats, 


scissors, 


ashes. 


dregs, 


pinchers. 


shears, 


bitters, 


eaves. 


nippers. 


snuffers, 


breeches, 


embers. 


riches, 


stairs. 


cattle. 


wages, 


remains. 


stilts. 


suds. 


thanks. 


tongs. 


victuals. 



Remark. — Some of these words, such as dregs.) em- 
bers, oats, nippers, stairs, stilts, are in a few instances and 
with some meanings, used in the singular number, but 
such uses are very rare. Molasses, although plural in form, 
is regarded as singular. 

{d.) Some nouns have the same form in both 
numbers ; that is, whether singular or plural in meaning. 







EXAMPLES. 




Sheep, 


species. 


couple, 


salmon, 


deer. 


series. 


bellows. 


odds. 


swine. 


means. 


wages. 


gallows, 


news, 


apparati 


IS, shad, 


mathematics. 



22 



PECULIARITIES IN NUMBER. 



(e.) Nouns are sometimes plural in meanings, 
although singular in form. 





- 




EXAMPLES. 




Fish, 




yoke, 


ton, 


brace, 


pike, 




dozen. 


head. 


cannon, 


pair, 




score, 


sail. 


shot. 


(/) 


Some nouns ha\ 


e two plurals with differ- 


ent meanings. 














EXAMPLES. 






Singular^ 




Fluml. 




Penny, 




pence or pennies. 




Brother 


> 


brothers 


5 or brethren. 




Fish, 




fish or ; 


fishes. 




Die, 




dies or 


dice. 




Index, 




indexes 


or in'dices. 



Remarks. — We use pence to denote a sum, or so 
much in value ; and pennies, to denote separate pieces of 
money. 

Brothers denotes those of the same family ; brethren^ 
those of the same society. 

We use fishes to denote separate individuals ; but fish 
to denote quantity or the species. 

Dies are stamps for coining ; dice are small cubes for 
gaming. 

Indexes are tables of contents or reference ; but in'- 
dices are algebraic signs. 

{g.) Most compound words form their phiral by 
changing only that part Avhich is described by the rest. 

EXAMPLES. 

Singular, Plural. Singular, Flural. 

Cherry-tree, cherry-trees. Brother-in-law, brothers-in-Liw. 

Gentleman, gentlemen. Hanger-on, hangers-on. 

Step-father, step-fathers. Pailful, pailfuls. 

Tooth-brush, tooth-brushes. Armful, armfuls. 

Saw-tooth, saw-teeth. Court-martial, courts-martial. 
(A.) In sojlie compound words the two nouns are so 



PECULIARITIES IN NUMBER. 2-5 

nearly equal in iini)ortaiice that both are changed 
in forming the plural. 

Examples. — Man-servant, men-servants ; woman-servant, wo- 
men-servants ; knight-templar, knights-templars. 

( i.) A name and a title are often united to form 
a proper noun. With respect to the plural of such com- 
pounds, authorities are not agreed. It is generally con- 
ceded, however, that the word, which, in any given instance, 
conveys the leading thought, and is therefore to be made 
most prominent, is the one to be changed in forming the 
plural. The following may be of some service. 

EXAMPLES. 

Singular. Dr. Hoyt. 

Plural. The two Dr. Hoyts, or the Doctors J. and L. P. Hoyt. 
Sing. Miss Latham. 

Flu. The two Miss Lathams, or the Misses Ellen and Jane 
Latham. 

Sing. Mrs. Chatterton. 

Plu. The Mrs. Chattertons. 

Sing. Miss Brown. 

Plu. The Misses Brown, and sometimes the Miss Browns. 

Remahk. — In speaking of the difference of opinion as 
to whether the title or the name should be changed in 
forming the plural of these words, Goold Brown says, 
" Both opinions are right if neither be carried too far"; 
and further, "It appears that each of these forms of ex- 
pression may be right in some cases ; and each of them 
may be wrong, if improperly substituted for either of the 
others". — Grammar of Eng. Gram., p. 245. 

(J.) The following nouns ending in o after a conso- 
nant, on account of their foreign origin, comilionly 
have their plural made by the addition of s only. 



Albino, 


fresco, 


memento, 


proviso, 


canto, 


halo, 


octavo, 


quarto, 


duodecimo, 


lasso. 


piano. 


sirocco, 


solo, 


stiletto. 


tyro, 


zero. 



24 



PECULIARITIES IN NUMBER. 



( k.) Foreign novillS sometimes retain their foreign 
plurals. 

EXAMPLES. 



Singular, 


Plural. 


Singular, 


Plural. 


Antithesis, 


antitheses. 


Bandit, 


Band'tti. 


Analysis, 


analyses. 


Beau, 


Beau>:. 


Axis, 


axes. 


Genus, 


genera. 


Basis, 


bases. 


Cherub, 


cherubim. 


Ellipsis, 


ellipses. 


Larva, 


larvaa. 


Emphasis, 


emphases. 


Minutia, 


minutiae. 


Oasis, 


oases. 


Nebula. 


nebulae. 


Parenthesis, 


parentheses. 


Vertebra, 


vertebrae. 


Focus, 


foci. 


Miasma, 


miasmata. 


Fungus, 


fungi. 


Magus, 


magi. 


Calculus, 


calculi. 


Stimulus, 


stimuli. 


Synopsis, 


synoi ses. 


Terminus, 


termini. 


Synthesis, 


syntlieses. 


Proboscis, 


proboscides. 



Some of these nouns have also a regular English plu- 
ral, for example, heau, bandit, focus, fungus, cheruh. 

2. Exercise. 
Correct the following sentences : — 

1. We saw five deers quietly feeding in the Park. 

2. Gallies were once used in the navys of some countrys 

3. The book cost two pounds seven shillings and six pennies. 

4. My uncle has several bellowses in his shop. 

5. The fishing Company s caught fifteen barrels of shads. 

6. I like algebra better than any other mathematic I ever 



7. To what specie does that Plant belong. 

8. The prophet elisha was plowing with twelve yokes of oxes. 

9. My two brethren, Joseph and Marius, were both under 
five years cf Age 

10. The ice was so 
West side of the house. 



heavy that it broke the eave on the 



3. Seat Work 
Suggestion.— If this is too much for seat work.— as it may be for some 
classes,— require as much of it as will best meet the wants of j'our class. 

(a.) Correct the following words, and then use each 



J 



GENDER. 



25 



word properly in a sentence, preserving the meaning that 
seems to be intended here: — 

Examples. — Serieses, tong, scissor, apparatuses, swines, snuf- 
fer, victual, folioes, lilys, skies. 

( h.) Write the following sentences correctly : — 

1. Don't scatter an ash on the floor? 

2. The bow of one snufier is broken. 

3. We bought five dozens of Peaches. 

4. He sold two barrel of fishes ? 

5. We pasture forty heads of cattle 

6. The man is four scores and ten years old. 

7. People knew nothing of such apparatuses in those days 

8. Molasses are brought from the west India islands. 

9. The news are that there is ice in the gulf of mexico. 



I<5{ggOK 1 


5. 




Gender. 






1. Instruction. 






woman, 




box. 


girl. 




tree. 


aunt, 




house. 


lioness, 




brook. 


cow. 




field. 


tigress, 




mountain, 



Man, 

Boy, 

Uncle, 

Lion, 

Ox, 

Tiger, 

1. Which of these words are names of males ? Which 
are names of females f Which are names of objects that 
have no sex f 

2. What other names of males can you give ? What 
other names of females ? Of objects that have no sex ? 

3. Names of males are said to be in the masculine 
gender; names of females, in the feminine gender; 
and names of objects that have no sex, in the neuter 
gender, since they are neither masculine nor feminine, 
and neuter means neither. 



26 



GENDER. 



kJ. iuxercises. 

( a.) Give proper nouns in the masculine gender ; in 
the feminine gender ; neuter gender. Give common nouns 
in the masculine gender ; in the feminine gender ; neuter 
gender. Change the number of each. 

( b.) Give the gender of the following nouns : — 

Examples. — Matron, master, mother, James, book, uncle, 
map, niece, youth, brother, landlady, nun, !N^ancy, priest, monk, 
girl, London, rose, bird, son, hero, negro, goose, man, duke, 
queen, wagon, spinster. 

(c.) Go through this list of words, and change the 
gender of all the nouns that can be so changed. 

{d.) Tell which of the nouns in the above list are 
common, and which are proper ; which are in the singular 
number, and which in the plural. 

(e.) Change the number of each. 

3'. Seat Work. 

(a.) Take up each of the following words separately, 
and tell ( 1 ) whether it is a common or a proper noun, 
( 2 ) its number, ( 3 ) its gender. — See model below. 

Examples. — Hero, countess, maid, wife, nephew, daughter, 
bride, governor, witch, lord, bachelor, Josephine, lad, husband, 
Philip, widow. 

( b.) Do the same with the nouns in the following 
sentences. 

EXAMPLES. 

1. Nauhaught the Indian was a deacon. 

2. My brother Nathan was a soldier in the war. 

3. The Empress Eugenia is said to be a kind woman. 

4. Lucy Marvin, the only sister of Peter Cook, is a seam- 
stress. 

5. Nathaniel, her son, chops her wood, and goes on errands 
for the neighbors. 

MODEL, 

Hero. — Noun, com., sing, n., mas. g. 



27 



PEOljlIABITIES IN QENDME. 

I<l{^.gO>[ 16. 

Peculiarities in Gender. 

1. Instruction. 

If I sliould say, "Jfy cousins came to see me yester- 
^" could you tell whether they were men or women, 
boys or girls ? If I should say, " Jfy PW^^^ <^^^ kind,'''' 
could you tell their sex ? 

So we see that there are nouns, which, although they 
are applied to persons, do not distinguish their sex ; that 
is, they do not show whether the persons are males or fe- 
males. For cousins or puj^ils may be either males or fe- 
males, or they may be of both sexes ; that is, some of 
them may be males and some females. 

Just so it is with friends, associates, ^^are/i^s, children^ 
people, scholars, etc. 

2. Exercises. 

(a.) Change the number of the nouns given above. 
Does their singular form distinguish sex any better than 
their plural does ? 

( b.) Give other names that are applied to persons 
without distinguishing their sex. 

3. Instruction Resumed. 

( ct.) ISTouns that distinguish sex are called gender-nouns. 
When a noun does not distinguish sex, it is as well to 
say nothing about its gender ; but if we do refer to the 
gender, it is probably better simply to state that the noun 
under consideration does not disLhiguish sex. 

( b.) The word poet applies to males and females 
alike ; but when it becomes necessary to distinguish a fe- 
male poet, we may use the term poetess. So we use lioji, 
horse, dog, without regard to sex, unless it is particularly 
necessary to make a distinction. For the purpose of mak- 



28 



PECULIARTIES IN GENDER. 



we 



have the feminine 



ing this distinction in special cases, 
forms, lioness, inare, hitch. 

( c.) Sometimes the feminine form is used to denote 
both sexes. For instance, we speak of chicks or geese with- 
out regard to sex ; but if we wish to make a distinction, 
we use a different word for the male. What is the mas- 
culine gender of goose f Of duck f 

(d.) The sex of young children, and of lower animals, 
is often disregarded. Ex. — The child cries because it is 
hungry. The mole makes its path under ground. 

(e.) Nouns distinguish gender in three different ways: — 

1. By different words. Ex. — J^og, girl; uncle, aunt; 
king, queen. 

2. By different endings. Ex. — Tiger, tigress; hero, 
heroine; governor, governess. 

3. By prefixing or affixing other words. Ex. — Man- 
male friends, female friends. 



servant, maid-servant; 



4. Lists for Reference. 



Masculine, 


Feminine. 


Masci'line, 


Feminine. 


Bachelor, 


maid. 


Beau, 


belle. 


Buck, 


doe. 


Cock, 


hen. 


Drake, 


duck. 


Earl, 


countess. 


Husband, 


wife. 


King, 


queen. 


Lord, 


lady. 


Nephew, 


niece. 


Ram, 


ewe. 


Stag, 


hind. 


Wizard, 


witch. 


Monk, 


nun. 


Hart, 


roe. 


Sir, 


madam. 


Sloven, 


slut. 


Youth, 


damsel. 


Swain, 


nymph. 


Abbot, 


abbess. 


Actor, 


actress. 


Administrator, 


administratrix. 


Author, 


authoress. 


Benefactor, 


benefactress. 


Baron, 


baroness. 


Bridegroom, 


bride. 


Count, 


countess. 


Dauphin, 


dauphiness. 


Czar, 


czarina. 


Deacon, 


deaconess. 


Don, 


donna. 


Director, 


directress. 


Duke, 


duchess. 


Emperor, 


empress. 


Heir, 


heiress. 


Executor, 


executrix. 


Hero, 


heroine. 


Governor. 


governess. 





PECULIARITIES IN QENDl 


IB. 2g 


Host, 


hostess. 


Hunter, 


huntress. 


Jew, 


Jewess. 


Landgrave, 


landgravine. 


Poet, 


poetess. 


Monitor, 


monitress. 


Patron, 


patroness. 


Marquis, 


marchioness. 


Priest, 


priestess. 


Prince, 


princess. 


Tiger, 


tigress. 


Testator, 


testatrix. 


Tailor, 


tailoress. 


Shepherd, 


shepherdess. 


Prophet, 


prophetess. 


Yiscoant, 


viscountess. 


God, 


goddess. 


Widower, 


widow. 


Giant, 


giantess. 


Songster, 


songstress. . 


Negro, 


negress. 


Sorcerer, 


sorceress. 


Sultan, 


sultana. 


Lion, 


lioness. 


Tia.ndlord,, 


landlady. 


Gentleman, 


gentlewoman. 


Peacock, 


peahen. 


Cocksparrow, 


hensparrow. 


Merman, 


mermaid. 


Englishman, 


Englishwoman. 



5. Exercises. 

(a.) Select the nouns in the following sentences, tell 
whether they are common or proper, and give their num- 
ber and gender. Correct all mistakes. 

1. The lost ponys were found in the valley, feeding among 
the Turnips and potatos. 

2. Three vollies were fired upon our enemys, and the echos 
went ringing through the forest. 

3. Uncle John told a tale of elfs that ride by night? 

4. Her parents dwelt beside a glen 

5. The frost makes white flowers, with crystal leaf and stem, 
that grow in clear november nights. 

6. The fairys buried the earth in snow, as Autumn winds 
bury the forest floor in heaps of leafs. 

( 6.) Change the number of all the common nouns in 
the above sentences, and the gender of all the gender- 
nouns. 

6. Seat "Work. 

Study past lessons so as to be able to answer the 
questions of Lesson 17. 



^Q REVIEW. 



Review. 

1. Questions. 

1. What is language ? 

2. When do we use spoken language ? 

3. AVlien do we use written language ? 

4. What class of words is indispensable in language ? 

5. AVhy are names so important ? 

6. What are all names called ? 

V. Give examples of nouns used to name parts of ob- 
jects. 

8. Give examples of nouns used to name persons ; 
places. 

9. What do we call a noun that may be applied to 
any one of a class of things ? 

10. Give examples. 

11. What do we call a noun that is used to distin- 
guish a j)articular thing from all others of the same kind ? 

12. Give examples. 

13. With what kind of letter should common nouns 
begin ? Proper nouns ? 

14. Give examples of proper names consisting of more 
than one word ; such as, George Washington, Staten Isl- 
and, Lake of the Woods. 

15. Write these names upon the blackboard, giving 
them their proj^er initials. 

IG. What is an initial letter? 

17. A^Tiat kind of initial should be given to the names 
of the months ? The seasons ? The days of the week ? 
Pohtical i)arties ? Religious sects ; such as, Methodists, Bap- 
tists, Presbyterians ? 

18. How should the first word of a sentence begin? 

19. What mark should be put at the close of a sen- 
tence ? 



REVIEW CONTINUED. ^j 

20. What mark should be put after a question ? 

21. Write a sentence that should have a' period after it. 

22. Write one that should have a question-mark after it. 

23. Give examples of nouns in the singular number. 
In the plural number. 

24. What is commonly done to the singular noun to 
make it plural ? 

25. What do we do when s will not unite with the 
last sound of the singular noun ? 

26. W^ith what sounds will the sound of s not unite ? 

27. Give examples of singular nouns that add es to 
form their plural. 

28. How do we form the plural of nouns ending in of 

29. If a noun ending in o is one that has been taken 
from some other language, how does it commonly form its 
plural ? 

30. How do we form the plural of nomis ending in yf 

2. Seat Work. 
Prepare to answer the questions in the next lesson. 



I<I^g^O>[ i§. 

Review. — Continued. 

1. Questions. 

1. How do we form the plural of wolf? Icnife ? chief? 
shelf? leaf? fife? roof? 

2. What is the plural of ox? foot? goose? 

3. Give some nouns that have no plural form. Some 
that always have the plural form. 

4. What word would you use in speaking of more 
than one sheep ? Of more than one yoke of oxen ? Of a 
number of cattle of different kinds ? 

5. What is the singular number of species ? series ? 
means ? mathematics f 



^2 QUALITIES. 



6. What is the plural number of apparatus ? couple f 
gallows ? 

I. How many plurals has penny ? 

8. When do you use each ? 

9. AVhat are the plural forms of brother ? 

10. When do we use each ? 

II. How do most compound words form their plural? 
12./\ATiat is the plural of tooth-brush? hand-fulf 

apple-tree f brother-in-law ? man-servant ? 

13. How would you form the plural of 3Irs. Clark? 
Miss Johnson f 

14. How is the plural of solo commonly spelled ? zero? 
stiletto ? 

15. AYhat is the plural of oasis? focus ? genus? 

16. Why do these nouns fonn their plural in such 
unusual ways ? 

17. In what three ways are nouns changed to show 
their gender ? 

18. Give examples of each. 

'2. Exercise. 
Correct all mistakes in the following words and sen- 
tences : — 

(a.) Heros, navys, lynxs, pullies, dutys, folioes, gnus. 

(6.) 1. Most of the oranges sold in the united states are 
from the west india islands, and from the countrys bordering 
on the mediterranean sea. 

2. The states which border on the gulf of Mexico yield large 
quantities of cotton. 



i<si0^oK 19. 

Qualities. 

1. Instruction. 

( a.) Name things that are white ; things that are 
smooth ; thinars that are cold. 



QUALITIES OF OBJECTS. 



33 



Name something that is both white and cold ; some- 
thing that is both smooth and white ; something that is 
cold and smooth. 

( h.) When you said, " Chalk is white," you told a 
quality of the chalk. When you told me that ice is 
both smooth and cold, you told two of the qualities of ice, 

2. Exercises. 

(a.) Tell a quality of iron, of glass, of lead, sugar, 
fowers, gold, clouds, grass, trees, John, Mary, savages. 

(b.) I will now write on the board some of the sen- 
tences which you have just made. 

1. Iron is strong. 7. Clouds are fleecy. 

2. Glass is transparent. 8. Grass is green. 

3. Lead is heavy. 9. Trees are tall. 

4. Sugar is sweet. 10. John is kind. 

5. Flowers are beautiful. 11. Mary is modest. 

6. Gold is valuable. 12. Savages are warlike. 

Answer the following questions in regard to each of 
the above sentences : — 

1. Which word names the thing that has the quality? 

2. Which word shows the quality ? 
(c.) Treat the nouns as in Lesson 16. 

3. Seat Work. 
Make twenty sentences, and in each of them name 
something and tell a quality of it, just as we have done 

to-day. 

» — » — 4 

Classifying the Qualities of Objects. 

1. Exercises. 

(a.) 1. Tell me what qualities apples may have, while 
I write the quality-words on the blackboard. 

2. Which of these quality-words tell something about 
the size of apples ? 



OA COMPOSITION WRITING. 

3. Which of them describe the shape ? 

4. Which tell about the taste, or flavor ? 

5. Which describe the surface f Which, the color ? 
Which, the condition ? 

(b.) We will now arrange these words according to 
their use. 

Size. — Large, small, medium. 

Shape. — Round, conical, flattish. 

Surface. — Rough, smooth, glossy, shining. 

Color. — Red, green, yellow, streaked, russet. 

Condition. — Ripe, unripe, mellow, hard, crisp, raw, cooked, 
sound. 

Flavor. — Juicy, sweet, sour, spicy, tart, mild, rich, mealy, 
bitter; 

(c.) Classify the qualities of horses as we have just 
classified the qualities of apples. 

2. Seat Work. 
Classify the qualities that men may have, giving qual- 
ities of size, color, character, etc. 



Showing How to Write a Composition. 

1. Exercises. 
( a.) After giving me the paper that you have written 
about the qualities of men, you may each tell me some of 
those qualities, and I will write the quality-words on the 
blackboard. 

QUALITY-WORDS. 

Large, small, tall, strong, skillful, 

wise, noted, good, 

l^appy? poor, cruel, angry, 

selfish, useful, kind, 

sober, noble, cheerful, generous, 

prosperous, industrious, bad. 



PREDICATING QUALITIES. 






( b.) We will now try to write something aboat these 
qualities ; and first we must have a heading. What 
shall it be ? ... . Very well. Every chief word of a head- 
ing must, in writing, begin with a capital letter. 



'^■am€ m^n ^U ^^€, ■an^ dO'^te M€ 4m-a^ (j^-a^uA w^id 

4and €1 dm-OM 4nan, um/ daf/ /a ■cU'-mA 'Ci /l€€ /a d€€ /Ae j^a^t^Md 

■j^-au'twad ^ 'Uei-u /az^^n'O^z. (^^ 'C-afc-m /aa'/i 4f.aA/ 'a^€4 

^Jo^M-an 'iC'-ad ^eiM d^Aanrz. (^/^ caU/e^ ^wm/ /m€ i7ci/ed 

^a^i'c/ wad dmA^m-(n wM/ 4m ^f'o/am-an ^c^ad noAec/ /o4 
md 'mcdJam. (Q//e mad M-e W'id€d/ man /c't^ma. 

'^^'am^((€4 wad €1 -aaa-f/ -inan. @4^-e dM^^-f/ iS^^ti/ -aAi /nd //izM. 

^^^a 'm€^ -ai-e ix/i/ /a Ae -ciue/, a^ia -oA^en -ant 
■I'dA ^men €ii€ ^<^/ 'Aa/i'A'¥ ^ifi^n. 



'm-en ^m Me ^-oM, -ana 'CaH /M €/ie d^-m. 
W£ 4aif£ /a d^'e 4n€n 'M^oA^,, mn^/, 4{d€/i(A ^^^ A^i/i/z^/. 
n wda 'aU daAei €m</ -f^tf/Md/H^Kd -ai-e a/i/ /a 4e 'cde-ci- 

Aa/ -a^^ /tMddei'O-'Md. 

2. Seat Work. 
Each write a com2JOsition about the qualities and uses 
of horses. 



Predicating and Assuming Qualities. 

1. Examples in wliich. Qualities are Predicated. 

1. Silver is bright. 4. Mountains are grand. 

2. Spring is pleasant. 5. Rivers are long. 

3. Cherries are sour. G. Wells are deep. 



36 



PBEBICATING QUALITIES. 



7. Thomas is cheerful. 10. Lucy is obedient. 

8. Vegetables are nutritious. 11. Berries are abundant. 

9. Blossoms are fragrant. 12. Napoleon was ambitious. 

2. Q,uestions and Instri^ction. 

1. In each of the above sentences, what word names 
the thing ? 2. What word shows the quality of it ? 3. 
What word stands between them ? 4. Would there be 
any positive statement of the quality without this word ? 

5. In the sentence, Grass is green^ what word names 
the object — the thing ? 6. What word shows the quality ? 
v. What word stands between them ? 8. Could we affirm, 
that the grass is green w^ithout this word ? ( No.) 

9. If the quality-word alone were placed before the 
noun, would it make sense ? ( Yes.) 10. Would any 
thought be expressed? ( Yes.) 11. Would we understand 
that the grass is green? ( Yes.) 12. Would there be any- 
positive statement to that effect ? ( No.) 

13. When 7io statement is made, but the quality i& 
merely mentioned as something already known to exist in 
the thing, we say it is assvillied. When there is a pos- 
itive statement of the fact, we say it is i>redicated. 

3. Exercise. 
In which of the following examples is the quality as- 
sumed ? In which predicated ? 

1. Lilies are white. 11. Ice is slippery. 

2. Birds are joyous. 12. Bees are busy. 

3. Clouds are black. 13. Tender vines. 

4. Happy children. 14. Quiet evening. 

5. Clover is fragrant. 15. Bears are clumsy. 

C. Peaches are downy. 16. Enormous elephants. 

7. Tumultuous seas. 17. Fruit is wholesome. 

8. Snow is cold. 18. Temperate habits. 
0. Dreary weather. 19." Indolent people. 

10. Fruitful seasons. 20. Prairies are fertile. 



SUBJECT AND PREDICATE. 



37 



4. "Written Exercises ; for Seat Work. 

( a.) Predicate qualities of the following objects : — 

Sun, sky, meadows, desk, trees, house, water, brooks, stairs, 
pines, fire, soldiers. 

(5.) Assume qualities of the following objects : — 

Breezes, study, streets, harvests, night, echoes, life, lanes, 
pastures, ocean, berries, hills. 



Subject and Predicate. 



1. Instruction. 

When we wish to tell a quality of anything, we must 
name the thing. This is necessary in order that the one to 
whom we speak may know what it is that has the quality. 

Having named the thing, we use other words to pred- 
icate the quality of it. 

2. Questions and Exercises. 

{a.) If I say, — 

Peaches are ripe, 

1. What word names the things that I wish to talk 
about ? 

2. What words predicate a quality of the peaches ? 
{h.) In each of the following sentences, what word 

names a thing, and what words predicate a quality of it? 

EXAMPLES. 

1. Autumn is delightful. 8. Fields are green. 

2. Breezes are mild. 9. Water is clear. 

3. Skies are blue. 10. Showers are refreshing. 

4. Men are mortal. 11. Books are valuable. 

5. Abraham was faithful. 12. Great is Diana. 

6. Tyrants are cruel. 13. Life is short. 

7. God is good. 14. Patience is powerful. 



38 



THE COPULA. 



3. Instruction Resumed. 

Each of these groups of words is called a sentence, 
because it names a thing and predicates something of it. 

The name-word tells the subject of our thoughts, and 
when we speak, it becomes the subject of our remark j so 
it is called the subject of the sentence. 

1. What is the subject in each of the foregoing sen- 
tences ? 

2. What is the predicate ? 

3. Which is the quality-word ? 

4. Which word shows that the quality is predicated ? 

4. Seat Work. 

Select the nouns in the examples of this lesson, tell 
whether they are common or proper, and give their num- 
ber and gender. 

» — ♦ — « 

The Copula. 

1 . Instruction. 
Truth is mighty. 

1. Is this group of words a sentence? why? 

2. What is the subject ? why ? 

3. What is the predicate ? why ? 

4. Which is the quality- Avord ? 

5. What word shows that the quality is predicated ? 
This word which shows that the quality is predicated 

is called the copula. 

2. Exercises. 
( a.) Which of the following groups are sentences ? 
why ? AVhat is the subject of each ? why ? The predi- 
cate ? why ? The quality-word ? The copula ? why ? 



ANAL T8IS. ^Q 



EXAMPLES. 

1. Lions are strong. 10. Lanes are narrow. 

2. Butterflies are gaudy. 11. Shadows are weird. 

3. Iron is tenacious. 12. Squirrels are sprightly. 

4. Gold is valuable. 13. Cunning foxes. 

5. Cumbersome loads. 14. Rocks are gray. 

6. Angels are pure. 15. Love is eternal. 

7. Cold winds. 16. Happy birds. 

8. Winter is cold. 17. Heaven is glorious. 

9. Scholars are studious. 18. Blue skies. 

{h.) Assume the same qualities that are predicated in 
the sentences above. 

Remaek. — When we assume a quality of an object, 
we have to name that object just as we do when we wish 
to predicate something of it; but since in this case nothing 
is predicated, the name is not called the subject. 

( c.) Select the nouns in the examples giyen above, tell 
which are common and which are proper, and give the 
number and gender of each. 

3. Seat Work. 

Tell, in writing, what you have learned about pred- 
icating and assuming quality ; what a sentence is, and what 
the subject and predicate are. 



Analysis. 

1. Exercise. 
Analyze according to the models and directions given 
below. 

EXAMPLES. 

1. Lions are ferocious. 4. Lilacs are sweet. 

2. Clouds are dark. 5. Roses are red. 

3. Rivulets are small. 6. Pebbles are smooth. 



.Q ANALYSIS. 



7. Buttercups are yellow. 11. Indians are treacherous. 

8. Saul was tall. 12. Cataracts are grand. 

9. Meadows are brown. 13. Boys are noisy. 

10. Summer is warm. 14. Ethan Allen was bold. 

To tlie Teaclaer. — Ask the same questions as in Lesson 24. After the 
pupil has answered the questions on every sentence of the lesson, encourage 
him to make an effort to state the same facts in a connected manner without 
questions^ first setting him an example. 

MODEL FOR PARTIAL ANALYSIS. 

Ex. — Hocks are grand. 

1. This is a sentence. 

2. Rocks is the subject. 

3. Are grand is the predicate ; it predicates a qual- 
ity of the subject. 

Suggestions.— Perhaps it will be best not to attempt any formal analysis 
further than to tell the subject and predicate, until the class is a little farther 
advanced, especially if its members are young. 

This partial analysis should be followed by questions that will bring out the 
remaining points. 

Continue to do in this way until the pupil can analyze readily without your 
aid. The questions may then be omitted, except in occasional instances, as the 
pupil will be able to give the complete analysis without them. 

MODEL FOR COMPLETE ANALYSIS. 

JSx. — Hocks are grand. 

1. This group of words is a sentence, because it names 
objects, and predicates something of them. 

2. Rocks is the subject ; it names objects that have 
something predicat(?d of them. 

3. Are grand is the predicate ; it predicates a qual- 
ity of the rocks. 

4. Grand denotes the quality. 

5. Are is the copula, and shows that the quality is 
predicated. 

, 2. Seat Work. 

Study the next lesson; copy the examples; draw one 
line under the subject of each sentence, and two lines un- 
der the predicate. Then write the parsing of each noun. 



ANALYSIS OF SENTENCES. .j 



i<^^goK ^6. 



Analysis of Sentences in which One Quality is As- 
sumed and Another Predicated. 

1. Exercises. 

( a) Predicate quality of ttie following objects : — 

Fields, gardens, valleys, forests, hills, horses, lessons, men, 
children. 

( 5.) Assume some other quality of each of the objects 
named above. 

(c.) Predicate one quality and assume another. 

Illusthation. — Fertile fields are pleasant. Large forests are 
gloomy. 

( d.) So change each of these sentences that the qual- 
ity which is now predicated will be assumed, and the one 
which is now assumed will be predicated. Thus : — 

N'oble men are kind. 
Kind men are noble. 

(e.) Analyze the follovring sentences: — 

1. Ripe peaches are delicious. 5. Wild flowers ^re pretty. 

2. Good people are happy. 6. Brown meadows were bare. 

3. Weary children are fretful. 7. White lilies are beautiful. 

4. Young people are giddy. 8. Quiet waters are deep. 

9. Ripe fruit is nutritious. 

MODEL. 

£Jx. — JRipe peaches are delicious. 

1. This is a sentence, because it names objects and 
predicates something of them. 

2. Peaches is the subject. 

3. Are delicious is the predicate ; it predicates a qual- 
ity of the peaches. 

4. Delicious denotes the quality. 



^2 ABSTRACT NOUNS. 

5. Are shows that the quality is predicated. 

6. Ripe describes the peaches by assuming a quality 
of them. 

2. Seat Work. 

Make two sentences like those in this lesson, and 
write the analysis of them. 



Abstract Nouns. 

1. Exercises. 
(«.) Analyze, — 

1. Harsh words are cruel. 6. Sultry days are oppressive. 

2. Wild grapes are sour. 7. Rainy days are dreary. 

3. Young plants are tender. 8. Wicked men are deceitful. 

4. Soft voices are pleasant. 9. Green timber is heavy. 

5. Wild beasts are fierce. 10. Large animals are clumsy. 

( 5.) What quality is predicated in the first sentence ? 
— Cruelty. What is assumed ? — Harshness. 

Name all the qualities mentioned in the sentences 
above. 

2. Instruction. 

Names of qualities are called abstract nouns. 
Words that simply denote qualities are called adjectives.' 

3 . Written Exercise ; for Seat Work. 

Change the following adjectives to abstract nouns: — 

Examples. — Mild, faithful, cruel, good, powerful, mighty, 
pure, valuable, gaudy, tenacious, glorious, strong, sprightly, eter- 
nal, ferocious, happy, dark, warm, grand, nutritious, beautiful. 



PARSING NOUNS AND ADJECTIVES. .^ 



Parsing Nouns and Adjectives/ 

1. Exercises. 
(a.) Parse all the nouns in Lessons 25 and 26. 

MODEL. 

^x. — Young men are strong. 

Men is a noun, common, plural number, masculine 
gender, and subject of the sentence. 

(b.) Parse all the adjectives, noticing whether they 
denote a quality that is predicated, or one that is only as- 
sumed. 

MODELS. 

Young is an adjective, added to the noun men to 
assume a quality of the men. 

Strong is an adjective, and denotes a quality that 
is predicated of the men. 

2. Seat Work. 
Write the analysis of the following sentences : — 

1. Long stories are tedious. 3. Mossy stones are beautiful. 

2. Red cherries are ripe. 4. Young birds are helpless. 



Parsing. — Continued. 

1. Exercises. 
(a.) Parse all the nouns, adjectives, and copulas in 
Lesson 21. 

MODEL FOE, THE COPULA. 

JEJx. — Wild grapes are sour. 
Are is a copula^ it is used with sour to show that 
the thought is predicated. 



. . ACTIONS PERFORMED AND RECEIVED. 

( &.) Parse the words in sentences composed extem- 
poraneously by pupils and teacher. 

2. Seat Work. 
Write out the parsing of the words in the following 

sentences : — 

1. Green meadows are beautiful. 

2. Young leaves are fresh. 

3. Red clover is fragrant, 

4. Little ants are industrious. 

MODEL FOR WRITTEN PARSING. 

Ex. — Green meadows are beautiful. 

Green. — Adj., added to the noun meadows to assume 
a quality of the meadows. 

MeadOTVS. — Noun, com., pi., neu. g., and subject. 

Beautiful. — Adj., and denotes a quality that is 
predicated of the meadows. 



Actions Performed aud Received. 

1. Instruction. 

1. New ropes are strong. 3. Ropes were brohen. 

2. Hm'ses are prancing. 4. Children are playing. 

5. Fruit is gathered. 

1. What is predicated in the first sentence ? 

2. What is predicated in the second ? 

3. What word denotes the action ? 

4. What word shows that the action is predicated ? 

5. By what is the action preformed ? 

6. What is predicated in the third sentence ? 

7. Do the ropes perform the action, or receive it ? 

8. What is predicated in the fourth sentence ? 

9. Do the children perform the action, or receive it ? 

10. What is predicated in the fifth sentence ? 

11. Is the action performed by the subject, or received 
by it? 



1 



ACTION PBEDICATED. 



45 



2. Exercises. 
{a.) Predicate otlier actions of — 

Children, horses, fruit, ropes. 

Which of these actions are performed by the subject ? 
Which received by it ? 

{b.) Predicate actions of — 

Men, boys, trees, birds, rain, clouds, grass, rivers, ships, 
lions, fire, water. 

(c.) Predicate action performed by — 

Dew, soldiers, stars, fountains, leaves, James, seeds, torrents, 
Indians, flocks, bells. 

{d.) Predicate actions received by — 

Gold, cities, food, ships, seeds, soldiers, friends, ice, lemons, 
houses. 

3. Written Exercises ; for Seat Work. 

( a.) Use the following predicates in sentences of your 
own : — 

Examples. — Is falling, were burned, were sold, was left, is 
eating, are writing, are playing, was caught, were punished, was 
elected, is traveling, are roaring. 

[h.) Make five sentences predicating quality, 
(c.) Make ten sentences predicating action. 



Action Predicated. 

1. Exercises, 
(a.) Analyze the following — 

EXAMPLES. 

1. Ships were destroyed. 4. Food was eaten. 

2. Bells were tolling. 5. Time is passing. 

3. Fish are caught. 6. Diamonds are brilliant. 



46 



ACTION PREDICATED. 



7. Grass was mowed. 10. Boys were punished. 

8. Winds are blowing. 11. Rocks were rent. 

9. Dews are falling. 12. Stars are shining. 

13, Soldiers were killed. 

MODEL. 

^x. — better days are coming. 

1. This is a sentence, because it names objects and 
predicates something of them. 

2. Days is the subject. 

3. Are coming is the predicate ; it predicates an 
action performed by the subject. 

4. Coming denotes the action, and 

5. Are shows that the action is predicated. 

6. Better describes the days by assuming a quality of 
them. 

(5.) Parse the nouns as in Lesson 28. 

2. Seat Work. 

(a.) Write the analysis of, — 

1. Beautiful fountains are playing. 

2. Tiny fishes are swimming. 

3. Fleecy clouds were floating. 

(5.) Write the parsing of the nouns and adjectives. 



Subject of Last Lesson Continued. 

1. Exercises. 

(a.) Analyze the following — 

EXAMPLES. 

1. Clouds are changing. 5. Thrifty evergreens are orna- 

2. Fruit was stolen. mental. 

3. Birds are singing. 6. Sick men were healed. 

4. Fountains were opened. 7. Cities were burned. 



QUALITY AND ACTION. 



47 



8. Fresh snow is light. 12. Iron is melted. 

9. Leaves are unfolding. 13. Meteors are bright. 

10. Summer is coming. 14, Nuts were gathered. 

11. Yows were broken. 15. Gold was discovered. 
{h.) Parse the nouns. 

(c.) Distinguish the copula and the action- word. 

MODEL. 

Ex. — Cities were burned. 

Cities is a noun, common, plural number, neuter 
gender, and subject of the sentence. 

Were is the copula ; used with burned to show that 
the action is predicated. 

Burned, is an action- word ; it denotes an action that 
is predicated of the cities. 

2. Seat "Work. 
Study the next lesson ; write the analysis of sentences 1 
and 2, and the parsing of the words in sentences 12 and 13. 



I<33{^^0>[ 33. 

Quality and Action. 

To the Teacher. — Whenever the exercise becomes monotonous, vary it 
in some w^ay. For example, question the whole class on a sentence or two, 
allowing them to answer in concert. The exercise should be cheerful, animated, 
and at the same time thoughtful. It is one of the highest accomplishments of 
the teacher to understand the thoughts and feelings of his class, and to control 
and guide them properly. 

Let there be no listless, drawling reciting. Throw life and strength into 
it ; and while you attempt to do this, let no tone or look of sarcasm, contempt, 
or despair, strike terror through your class. Let in the sunshine! Be earnest, 
hopeful, happy, and your class will catch your spirit. 

1 . Exercises. 
{a.) Analyze the following — . 

EXAMPLES. 

1. Dark clouds are gathering. 4. Cold winds are blowing. 

2. James was whipped. 5. Happy children were singing. 
5. Seeds were sown. 6. Heavy seas are dangerous. 



^g QUALITY AND ACTION. 

7. White roses are beautiful. 11. Brave soldiers were slain. 

8. Warm weather is coming. 12. Green wood was burned. 

9. Children are quarreling. 13. Wild torrents are roaring. 
10. Indians are treacherous. 14. Deep caverns are damp. 

(6.) Parse all the words as shown in former lessons. 

2. Seat Work. 

[a) Analyze and parse the examples given in the 
next lesson. 

( b.) Write the analysis of sentence 3, and the parsing 
of all the words in sentences 9 and 12. 



I<3i^^^0K 34. 

Quality and Action. — Continued. 

1. Exercise. 
Analyze and parse as in the preceding lesson, 

EXAMPLES. 

1. Gentle dews are falling. 

2. Old men were weeping. 

3. Attentive congregations are listening. 

4. Noble Milton was blind. 

5. Drums were beating. 

6. Grandfather is old. 

7. Haughty queens are cruel. 

8. Strong ships were sunk. 

9. Valuable buildings were destroyed. 

10. Hard lessons were learned. 

11. Large, red apples were gathered. 

12. Cold winter is coming. 

2. Seat Work. 
Write a composition on Birds, and in ^\Titing it, an- 
swer the following questions : — 

1 . What qualities have birds ? 

2. What can birds do ? 

3. What can be done to them ? 



B E VIE W. ^Q 



4. What birds are useful ? 

5. In what ways are they useful? 

6. What other name is often given to some kinds of 
birds ? 

'7. What birds are called domestic fowls ? 
8. What water-fowls can you name ? 

To tlie Teacher,— This composition should be short and simple. It will 
be best to insist on the answering of the above questions in every composition. 



Review. 

Questions and Requirements. 

1. What class of words do we use for naming objects? 

2. What class of words do we use to show the qual- 
ities of things ? 

3. What do we use when we wish to show that a 
quality is predicated ? 

4. Name things and predicate qualities of them. 

5. ISTame things and assume qualities of them. 

6. What do you call a group of words that names a 
thing and predicates something of it ? 

7. In such a group, which word is called the subject f 

8. Why is such a noun called the subject ? — Because 
something is predicated of the thing named by that 
noun, 

9. In the group, Dark clouds, what office does each 
word perform ? 

10. Is the name-word called the subject ? 

11. Why not? — Because nothing is predicated of 
the thing named by that noun, 

12. Give sentences in which one quality is predicated 
and another assumed. 

13. In talking of things do we always wish to speak 
of their qualities ? . 



5o 



OBJECTS ALLUDED TO. 



14. Of TN'hat else do we often speak ? 

15. Give sentences that predicate action. 

16. Give sentences that assume a quality and predicate 
an action. 

11. Give examples of common nouns. 

18. Why is such a noun called common ? — It belongs 
to all the members of the class in common ; for it can 
be applied to any one of them, as well as to another. 

19. Give examples of proper nouns. 

20. Why is such a noun called proper ? — Because it 
names a particular individual, while a common noun 
can name only a class, or one of a class. 

21. Give examples of proper names consisting of two 
or more words, and tell which of the words should have 
the capital initial. 

22. Give examples of common nouns that take the 
capital initial. 

23. AYhy should Democrat begin with a capital ? 
Methodist f Choctaw ? 

24. Write a sentence containing the name of a day of 
the week, of a month, and of a season of the year. 

25. Why should the word Englishman begin with a 
capital letter ? — Because it is derived from the proper 
noun ^'^ En gland P 



\tMQl^ 36. 

Objects Alluded To. 

1. Instruction. 

1. Ellen is singing. 

2. She is happy. 

In the first sentence, Ellen names a person, and is 
singing predicates something of her. 

In the second sentence, we are talking of the same 
person as in the first, but we do not use her name. Since 



OBJECTS ALLUDED TO. 



5i 



she has just been mentioned (named) we allude to her by 
using the word she. Every one knows who is meant as 
well as he would if I should say, "Ellen is happy." 

2. Exercises. 

1. Andrew is studying. 

2. Andrew is industrious. 

(a.) How may we speak of Andrew in the second 
sentence without using his name ? 

Answer similar questions in regard to the following 
sentences : — 

1. Young trees are flourishing. 1. Chalk is white. 

2. Young trees are fruitful. 2. Chalk is useful. 

.( b.) Analyze the following — 

EXAMPLES. 

1. He is writing. 6. They were kind. 

2. They were discharged. 7. He was arrested. 

3. She is forgetful. 8. She was deserted. 

4. It is good. 9. They were accused. 
6. He is haughty, 10. It is falling. 

MODEL. 

JEx. — /She was glad. 

1. This group of words is a sentence ; it alludes to a 
person, and predicates something of her. 

2. She is the subject ; it alludes to some one pre- 
viously named. 

3. Was glad is the predicate. 

3. Seat Work. 

(a.) Study examples given for next recitation. 
( b.) Write the following sentences correctly : — 

EXAMPLES. 

1. Buffalos live on the Prairies in the western part of the 
mississippi valley. 

2. The boxs contained caudys^ buns, ruskes, cookys, and 
oranges i 



52 



OBJECTS ALLUDED TO. 



3. The mosque of omar is built on mount moriah, wliore 
Solomon's temple once stood. 

4. The republicans were victorious last Autumn. 

5. Oasises cheer the weary Traveler in the Desert. 

6. The college term began on tuesday, Dec. 23. 

7. How soon will peachs ripen. 



Subject of the Last Lesson Continued, 



1. 


Exercise. 


Analyze, — 




1. She is calling 


G. They were angry. 


2. It is strange. 


7. It is treacherous. 


3. They are waiting. 


8. They are singing. 


4. He was punished. 


9. He is sad. 


5. She is industrious. 


10. It is grand. 



2. Instruction. 

(a.) 1. If my name were Clara, and I should say, 
'•''Clara is happy ^^ would you think I spoke of myself^ or 
of some other Clara ? 

2. How would I have to speak in order that you 
might know that I was speaking of myself? 

3. What word must I use, then, when I wish to pred- 
icate something of myself ? 

(h) 1. If your name were James, and I should say, 
''''James is welcome,'''' would you think I meant you, or soTue 
other James ? 

2. What would I say if I meant you to understand 
that I was speaking to you of yourself ? 

3. Then Avhat word nuist I use when I wish to pred- 
icate something of the person I am speaking to ? 



PARSING PRONOUNS. 



53 



3. Exercise. 
Analyze, — 

1. I was entertained. 4. We are delayed. 

2. You are impatient. 5. You are kind. 

3. We are waiting. 6. I am coming. 

MODEL. 

Analyze as before, but say, — 
I alludes to the speaker ; 

We, to the speaker and those associated with him ; 
You, to the person or persons spoken to ; 
He, slie, it, to a person or thing previously men- 
tioned ; 

Tliey , to persons or things previously mentioned. 

4. Instruction Resumed. 

Words that represent objects by alluding to them in- 
stead of naming them, are called pronouns. 

A pronoun that alludes to the speaker is said to be 
in the first person; one that alludes to the person 
spoken to, in the seconcl person ; and one that alludes 
to a person or thing spoken of, in the tllird person. 

5. Seat Work. 
Study the next lesson; write the analysis of the first 
three sentences, and the parsing of the pronouns in all. 



I.S^gSOjV 3§. 

Parsing Prououns 

1. Exercises. 



(a.) Analyze, — 






1. He is coming. 


7. 


It is admired. 


2. You are kind. 


8. 


They are abundant. 


3. I am grieved. 


9. 


You were reciting. 


4. She is displeased. 


10. 


I am busy. 


5. It was beautiful. 


11. 


He is generous. 


6. They are invited. 


12. 


She is conceited. 



54 



MERE LIMITATIONS. 



( h.) Parse the pronouns in the above examples, and 
also in Lessons 36 and 37. 

MODELS. 

Ex. — TFe are waiting. 
We is a pronoun, first person, plural number, and 
subject of the sentence. (This word does not distinguish 
sex, but may allude to persons of either sex, or of both 
sexes.) 

Ex. — He is forgetful. 
He is a pronoun, third person, singular number, mas- 
culine gender, and subject of the sentence. 

2. Seat Work. 
Write a short composition on Dogs. 



I<l{^gOK 39- 

Mere Limitations. 

1. Instruction. 

1. Men are strong. 4. Those men are happy. 

2. Good men are happy. 5. This book is new. 

3. These men are kind. 6. That land is fruitful. 

In the first sentence, 7ne)i may mean a}ig men or all 
men. 

In the second sentence, 7nen, with the word good before 
it, can mean only such men as are good. The word good 
shows what men are meant, by telling a quality of them. 

In the third sentence, me?i, with the word these be- 
fore it, must mean some men that are near by, or that 
have just been mentioned. The word these shows what 
men are meant, without telling any of their qualities. 

In the fourth sentence, the word those tells what men 
are meant, without showing any quality of them. It de- 
notes men farther away, or that were mentioned some 
time in the past. 



MERE LIMITATIONS. 



55 



In the fifth sentence, this shows that I mean a book 
that is in hand, near by, or just mentioned. 

This means the same as these; and that the same as 
those: only this and that are used when but one thing is 
meant; and these and those, when more than one is meant. 

2. Exercise. 

Analyze, — 

1. Those lofty walls are crumbling. 

2. That forest is beautiful. 

3. This book is interesting. 

4. These long days are tiresome. 

5. Those great trees are majestic. 

6. This poor man is generous. 

MODEL. 

Ex. — That tree is fruitful. 

1. Tree is the subject of the sentence. 

2. Is fruitful is the predicate ; it predicates a quality 
of the subject. 

3. Fruitful denotes the quality. 

4. Is shows that the quality is predicated. 

5. That tells what tree is meant. It shows that we 
mean a tree that is somewhat distant, or that was men- 
tioned in the past. 

3. Instruction Resumed. 
( a^ Words added to nouns to show quality are called 
qualifying adjectives. 

( 5.) Words like this and that, added to nouns to tell 
what one or which one is meant, without showing any 
quality of the thing, are called limiting adjectives. 

4. Exercises, 
(a.) Point out all the adjectives in the sentences 
above, and tell which are qualifying, and which limiting. 



56 



LIJJITIXG ADJECTIVES. 



( b.) Parse the adjectives according to the following — 

MODEL. 

.Eb?. — Tliose lofty walls are crumbling. 

( a.) Those is an adjective, limiting ; it is added to 
the noun walls to tell what walls are meant. 

( b) Lofty is an adjective, qualifying ; it is added 
to the noun vxills to denote an assumed quality. (To show 
how high they are.) 

5. Seat Work. 

(a.) Study examples giA^en for the next recitation. 

(5.) Write ten sentences, each containing one of the 
words, tlds^ that, these, or those. 



Limiting Adjectives. 

1. Exercise. 
After analyzing each sentence, parse the words in it. 

EXAMPLES. 

1. That gloomy cave was explored. 

2. Those broad valleys are proauctive. 

3. These men are needy. 

4. That house is large. 

5. Those things were forgotten. 

6. 'this water is clear. 

7. That man was arrested. 

8. Those lions are ferocious. 

9. This lesson is short. 

10. Virtuous rulers are honored. 

11. Beautiful icebergs were passing. 

12. Those faithful men were rewarded. 

2. Seat Work. 

{a.) Analyze and parse the sentences given for the 
next recitation. 

(b.) iVIake sentences that will bring into use all the 
limiting adjectives found in the preceding lessons. 



LIMITING ADJECTIVES. 



57 



]:<ii,ggo:K 41. 

Limiting Adjectives Used to Tell How Many. 

1. Instruction. 

1. Two men ivere droiuned. 

2. Few passengers were saved. 

3. Several letters were received. 

4. Many people are unhappy. 

Tn the first sentence, two tells how many men were 
drowned, so that men^ . as here used, applies to just tioo 
men, and cannot mean fewer or more than that number. 

In the second sentence, few shows that a very small 
number of passengers is meant, but does not denote any 
definite number. 

In the third sentence, several denotes an indefinite 
number of letters, more than a few, yet not many. 

In the fourth sentence, m^any shows that a great num- 
ber of people is meant, but does not make the number 
definite ; we cannot tell just how many. 

2. Exercise. 
Analyze and parse, — 

1. Many good men are poor. 

2. That choice was bad. 

3. These precious days are passing. 
4. . Many bright lights are burning. 

5. Few buildings were occupied. 

6. Several valuable ships were lost. 

7. Four costly watches w^ere stolen. 

8. This book is useful. 

9. One day is lost. 

10. They were forgotten. 

11. We are traveling. 

12. You were expected. 

Remark. — In parsing four, say that it is added to the 
noun watches to tell how many. In parsing such an ad- 



5S 



ABTICLES. 



jective as few or many, say it is added to the noun to tell 
indefinitely how many. 

3. Seat Work. 

Write a composition on what you have learned about 



adjectives. 



Articles. 

1 . Instruction. 

1. Th'? young lion luas playful. 

2. A good man is honored. 

3. JSfo harsh words were spohen. 

4. An eagle is strong. 

5. So7ne children are disobedient. 

In the first sentence, the shows that some particular 
lion is meant. 

In the second sentence, a denotes one, but no partic- 
ular one. 

In the third sentence, 7io is used to give a negative 
meaning to the sentence. It makes it mean just the oppo- 
site of what it would without this word. 

An means the same as a; but is used before a word 
that begins with a vowel sound, while a is used before 
a word that begins with a consonant sound, as may be 
seen in the following examples : — 

A lady. An oak. 

A mountain. An ornament. 

A house. An heir. 

A eunuch. An enemy. 

A useful article. An undertone. 

In the fifth sentence, some shows that children, as 
here used, does not mean all children, but only a part of 
them, probably not a great many. 



J 



ARTICLES. 



59- 



3. Exercise. 
Analyze and parse, — 

1. The leaves are fading. 

2. An interesting story was read. 

3. Some dread object is passing. 

4. A rusty tomahawk was found. 

5. No worthy effort is lost. 

6. The distant sea is murmuring. 

7. Few rich men are generous. 

8. Many stars are shining. 

9. The gentle dews are falling. 
10. Three large ships were sunk. 

MODELS FOB, PARSING. 

Sentence 1. 

Tlie is that kind of limiting adjective called a def- 
inite article; it is added to the noun leaves to show that 
some definite leaves are meant. 

Sentence 2. 

An is that kind of limiting adjective called an in- 
definite article; it is added to the noun story, and denotes 
one but no definite one. 

Remark. — In sentence 3, some seems to be added to 
the noun object to show that no definite object is meant. 
The speaker cannot distinguish the object. 

3. Seat Work. 
( a.) Study the sentences given for the next recitatio'i. 
(h.) Write the analysis of the 6th sentence, and the 
parsing of the adjectives in all the sentences. 



I,i{^gO:K 43- 

Subject of the Last Lesson Continued, 

1 . Exercise. 

Analyze and parse, — 

1. Many excellent opportunities were lost. 

2. Several rich mines were discovered. 



6o 



STATE, OB CONDITION. 



3. Few people are happy. 

4. Six veteran soldiers were sent. 

5. No sound was heard. 

6. The great change is approaching. 

7. The pale moon is shining. 

8. All scripture is profitable. 

9. An important question was settled. 

10. A hot climate is unhealthful. 

11. Some strange implements were found. 

12. Many delightful rambles were taken. 

2. Seat Work. 

(a.) Study the next lesson. 

{h.) Correct the following words and sentences: — 

EXAMPLES. 

FoUys, voUies, potatos, folioes, lifes. 

1. The shipes brought Oranges from new mexico, negros from 
africa, and monkies from brazil ? 

2. I saw six deers, and three Ostrich, in my uncle's Park 

3. learn the lOes and 12es for your next lesson. 

4. The thiefs lay down on the leafs under the trees. 



I^S^BSOX 44. 

State, or Coiulition. 

1. Instruction. 

1. Mother is weary. 

2. The sick child is worse. 

In the first sentence, we predicate a state of mother. 
She is not always weary, but is in that state now. Weary 
denotes the condition, and is shows that it is predicated. 

In the second sentence, we assume one condition, and 
predicate another. Skk denotes the assumed condition, 
and worse, the i)redicated condition. 



BEYIEW. 



6i 



2. Exercise. 
Analyze and parse, — 

1. I am sad. 

2. The lonely pilgrim is worn, 

3. The sick soldiers were removed. 

4. The weary child is sleeping. 

5. Many sad hearts were cheered. 

6. Those withered leaves are dead. 

7. A dreadful hurricane was described. 

8. The cloudless sky is beautiful. 

3. "Written Exercise; for Seat Work. 

1. Give a sentence that predicates quality. 

2. Give a sentence that assumes one quality and pred- 
icates another. 

3. Give a sentence that predicates action. 

4. One that assumes quality and predicates action. 

5. One that predicates state. 

6. One that assumes one state and predicates another. 

7. One that assumes state, and predicates action. 



Review. 

1. Questions and Requirements. 

1. What class of words do we use when we wish to 
allude to things that have just been mentioned ? 

2. Give several examples. 

3. What word must the speaker use when he wishes 
to predicate something of himself ? 

4. What word must he use when he wishes to pred- 
icate something of himself and those associated with him ? 

5. What word do we use when we wish to speak to 
some one in regard to himself ? 

6. Give examples of the proper use of all these pro- 
nouns. 



62 



BE VIEW. 



Y. What kind of adjectives are used to describe ob- 
jects by telling tlieir qualities, their condition, or their 
kind ? Give examples. 

8. What kind of adjectives point out things, without 
showing their qualities, condition, or kind ? 

9. What adjective is used to show that the thing we 
are talkmg about is one that is near by, or lately men- 
tioned ? 

10. What do we use when the thing is farther off in 
time or place ? 

11. When should these and those be used in preference 
to this and that? 

12. Give examples of words used to tell just how 
many things are meant. 

13. Give examples in which words are used to tell 
indefinitely how many. 

14. What word is used to show that a very small 
number is meant ? 

15. What word is used to denote a very large number? 

16. What word denotes a number greater than a few, 
and not so^reat as is denoted by the word many? 

17. What adjective is sometimes used to give a sen- 
tence just the opposite meaning from what it would have 
without that word ? 

18. Give examples of this use of the word. 

19. For what puqDose is the generally used ? 

20. What does a denote ? 

21. Wliat do we call a noun used to name a quality? 

22. What do we call a noun that is used to name a 
collection of objects ? 

23. When do noims ending in o form their plural 
regularly ; that is, by adding s ? 

24. In what other way do they form their plural ? 

25. When do nouns ending in y form their plural 
regularly ? 

26. I low do they form the plural when the next letter 
before the y is not a vowel ? 



1 



ACTION DENOTED AND P It E D I CAT ED . 



63 



27. Give examples of nouns that change final / to ve 
before adding s. 

28. Give examples of nouns that do not change final 
/ in this way. 

29. Give examples of nouns that end in /e, and in 
forming the plural, change the f to v before adding s. 

30. Give examples of nouns that, although they end 
in fe, do not change the f to v m forming the plural. 



Action Denoted and Predicated in One Word. 

1 . Instruction. 

1. The wind is blowing. 

2. The wind blows. 

These two sentences are alike in meaning ; they both 
predicate the same action of the wind. 

In the first sentence, hloimng denotes the action, and 
is shows that the action is predicated ; but in the second 
sentence, the word hloios denotes the action and predicates 
it. It does the work of both the action-word and the 
copula. 

Compare the following sentences in the same way : — 

1. The rain is falling. 1. The sun is shining. 

2. The rain falls. 2. The sun shines. 

1. The ocean is roaring. 

2. The ocean roars. 

2. Exercise, 
Analyze and parse, — 

1. The heavy thunders roll. 7. The precious moments fly, 

2. • The vivid lightnings flash. 8. Those wicked men are angry. 

3. The sea is rough. 9. The light snow falls. 

4. Gay young soldiers march. 10. Many anxious friends wept. 

5. The hoarse torrents roar. 11. The cold winds blew. 

• 6. The nights were dark. 12. The sad rain is dripping. 
13. Bright waves dance. 



64 



PARSING THE VERB. 



MODEL POR A2s"ALTSIS. 

Ex. — The umcelcome guest departed. 

1. This group of words is a sentence. 

2. G^iest is the subject. 

3. Departed is the predicate ; it predicates action. 

4. The shows that some definite guest is meant. 

5. Unwelcome describes the guest by assuming a qual- 
ity of him. 

MODELS rOE, PARSING. 

Ex. — TJie dead leaves rustle. 

1. TJie is that kind of limiting adjective called a def- 
inite article. It is added to the noun leaves to show that 
some definite leaves are meant. 

2. Bead is an adjective, qualifying, added to the noun 
leaves to show their condition. 

3. Rustle is a verb ; it denotes an action, and pred- 
icates it. 

3. Seat Work. 

[a.) Study the next lesson. 

( b.) Write the following sentences correctly : — 

1. Certain marks, sucli as %, is, etc., are used to refer to 
notes in the margin. 

2. His slate was covered \di\\ -\-es, — es, ahes, nos, and mys. 

3. Village creek, Washington prairie, new Lisbon, and oak 
center, are names of places. 



Parsing the T e r b . 

1. Exercise. 
Analyze and parse, — 

1. Dark clouds gather. 5. The ground is cold. 

2. The weather is stormy. G. Flowers fade. 

3. The sad winds moan. 7. The old man listened. 

4. The gloomy days are coming. 8. They were speechless. 



ACTION MODIFIED. 



65 



9. The silent stranger retired. 12. Merry squirrels frisk. 

10. The moist earth is soft. 13. We are glad. 

11. The fresh young leaves unfold. 14. You are delighted. 

15. I am waiting. 

Remark. — I am waiting means the same as I wait^ 
and am lo ailing^ since it means the same as VKiit^ is 
called a verb and parsed like the others. 

2. Seat Work, 
(a.) Study the examples given for the next recitation. 
(6.) Write the following sentences correctly : — 

1. It is said that Colonel dark, who visited the Holy Land 
last Summer, will be in cedar springs on monday the l7th of- 
february, and in grand rapids on tuesday. 

2. Knifes, loafs, laces, brushes, cameoes, spools, and puUeies 
lay upon the table in endless confusion. 



Action Modified by a Single Word. 

1 . Instruction. 

1. Winter is coming soon. 

2. God rules above. 

3. Gently falls the deiv. 

In the first sentence, soon tells wheii winter is coming. 
In the second sentence, above tells lohere God rules. 
In the third sentence, gently tells how the dew falls. 

2. Exercise. 
Analyze and parse, — 

1. Those slender branches wave gracefully. 

2. The hunter rose early. 

3. The bees fled precipitately. 

4. The happy birds sing sweetly. 

5. That voice is silent now. 

6. The huge iceberg steadily approached. 



^5 PARSING ADVEEBS. 

7. The angry tempest loudly roars. 

8. The eve is drawing on. 

9. Slowly droops the gentle twilight. 
10. The call was frequently repeated. 

MODELS FOE, PARSING THE ADVERB. 

JBJx. — Wi7iter is coming soon. 
Soon is an adverb; added to the verb is coming to 
tell when. 

Ex. — God rules above. 
Above is an adverb ; added to the verb rules to 
tell where God rules. 

JEx. — Branches loane gracefully. 
Gracefully is an adverb; added to the verb wave 
to tell how the branches wave. 

3. Seat Work, 
(a.) Write what you know about adverbs. 
(b.) Study the examples of the next lesson. 



I,S^ggO>[ 49- 

Parsing Adverbs, 

1. Exercise. 
Analyze and parse, — 

1. The night is softly dying. 

2. The beautiful stranger never returned. 

3. No sad faces were seen there. 

4. That foolish promise was rashly made. 

5. Old friends are always kindly remembered. 

6. Good men sometimes err. 

7. The two friends walked on silently. 

8. He pressed eagerly forward. 

9. His books were carefully selected. 

10. We firmly resisted. 

11. Our pursuers came furiously on. 

2. Seat Work. 
Writ(> a composition on Berry-piching. 



ACTION MODIFIED. 



67 



Action Modified by Groups of Words. 

1. Instruction. 

1. Feace ever reigns there, 

2. Feace ever reigns in Heaven, 

3. Flowers bloom in sinnnier. 

In the first sentence, there tells where peace reigns. 

In the second sentence, in heaven tells where peace 
reigns. Heaven names the place, and in shows the rela- 
tion of the place to the act of reigning. 

In the third sentence, in summer tells lohen the 
flowers bloom. Summer names the season of the year, 
and in shows the relation of the season to the blooming 
of the flowers. 

2. Exercises. 

[a.) Fill the blanks in the following sentences with a 
^roup of words that will tell where the action is done : — 

1. The sun shines — ; — . 11. Rain heats . 

2. My uncle resides . 12. Fire burns . 

3. Fishes live . 13. The clock ticks . 

4. Birds fly . 14. The book hes . 

6. Clouds float . 15. The chair stands . 

6. Habbits burrow . 16. Jane sits . 

v. Wild beasts roam -. 17. The children play . 

8. Ships sail . 18. The kitten sleeps . 

9. Boys skate . 19. The cattle feed . 

10. Grass grows -. 20. Moses stood . 

( b.) Use each of the following groups in a sentence : — 

1. In the house. 7. By the window. 

2. In the trees. 8. In the meadow. 

3. On the roof. 9, Through the forest. 

4. In the sky. 10. In the corner. 

5. On the ground. 11. On the piano. 

6. On paper. 12. In Boston. 



68 



PHEASES BEXOTINU PLACE AND TIME. 



13. On the blackboard. 17. At tlie falls. 

14. In the kitchen. 18. On the cars. 

15. In the sea. 19. In a boat. 

16. On the ocean. 20. By the fire. 

21. In a chair. 

( c.) Analyze according to the model below, and answer 
questions similar to those that follow it. 

1. The ship sunk in the harbor. 

2. The clear water trickled down the rock. 

3 The horses ran furiously across the bridge. 

4. Happy birds are singing in the forest. 

5. The sun is peeping over the hills. 

MODEL. 

Sentence 1, 

1. Ship is the subject. « 

2. jSunk is the predicate. 

3. T/)e shows that a particular ship is meant. 

4. In the harbor tells ichere the ship sunk. 

1. Which word of the group names the place where 
the ship sunk ? 

2. Which word shows the relation between the place 
and the sinking of the ship ? 

3. Seat Work. 

( a.) Study the next lesson. 

(b.) Write the analysis of the first three sentences. 



Phrases Denoting Place and Time. 

1. Exercises. 
( a.) Analyze the following sentences, and parse such 
words as you liave been taught to parse : — 

1. Silently the twilight creeps over the valleys. 

2. Pegasus strayed into a quiet village. 



PHIiAtiES DENOTING PLACE AND TIME. 



69 



3. Loud the clamorous bell was ringing from its belfry grim. 

4. Noisily the cocks crowed from a neighboring farm-yard. 

5. A pure fountain flowed from the greensward. 

6. The wigwam stood by the shining Big-Sea- Water. 

(6.) Fill the blanks in each of the following sentences 
by a grouj) of words that will tell when : — 

10. Men sleep . ' 

11. They work . 

12. Cocks crow . 

13. He was rational . 



1. The sun shines . 

2. My friend came . 

3. The sun is hot . 

4. The air is cool-^ — -. 

5. Roses bloom . 

6. Shadows lengthen . 

7. Fruit is abundant -. 

8. The birds return^ •. 

9. Wild beasts prowl •. 



14. They came . 

15. It was completed- 

16. Snow falls . 

17. We retire . 

18. Men plow . 



(c.) Use each of the following phrases in a sentence 
of your own. Thus : — 

Laborers return in the evening, 

14. At night. 

15. At daybreak. 

16. At evening. 

17. After dark. 

18. After dinner. 

19. After sunset. 

20. Before night. 

21. Before noon. 

22. Before morning. 

23. Before midnight. 

24. During the night. 

12. Before daybreak. 25. By noon. 

13. Through the day. 26. At times. 
27. At last. 



1. 


In the evening. 


2. 


At noon. 


3. 


In the morning. 


4. 


In the winter. 


5. 


In the spring. ' 


6. 


In the twilight. 


7. 


In autumn. 


8. 


In the daytime. 


9. 


In summer. 


10. 


In the night. 


11. 


Before breakfast. 



2. Seat Work. 
(a.) Study the next lesson. 

(h.) Write the parsing of all the words in sentences 
and 2, and the analysis of sentences 4 and 5. 



70 



PHRASES DENOTING PLAGE AND TIME. 



Subject of the Last Lesson Continued. 

1. Instruction. 

We have seen that a word added to a verb to tell 
how^ when, or ^oAere, is called an adverb ; and so a group 
of words added to a verb to tell how, when, or where,^ 
must also be an adverb. But in order to distinguish be- 
tween a single icord and a group, we call the single word 
an adverb, and the group an adverbial phrase. 

Requirement. — Point out the adverbial phrases in the 
last two lessons, and tell why each is used. 

Illustratio:n". — Flowers bloom in summer. 

In suininer is an adverbial phrase ; it is added to 
the verb bloom to tell when the flowers bloom. 

Notice that each of these phrases has a noun in it;, 
and that before the noun there is a little word that shows 
relation. Now since this relation-word goes before the 
noun, we call it a preposition ; for the word preposi- 
tion [pre-position] means going before in position. 

The preposition always shows the relation between 
the object named by the noun that follows it, and some- 
thing else ; so the noun is said to be the object of the 
relation shown by the preposition, or, for the sake of 
brevity, the object of the lyreposition. 

2. Exercises, 
(a.) Analyze and parse, — 

1. He returned in the evening. 

2. Flowers bloom in summer. 

3. The leaves fall in autumn. 

4. Before midnight the heavy clouds cleared away. 

5. Few words were spoken during the exercises. 



PARSING THE PREPOSITION. j^ 



MODEL FOR ANALYSIS. 

Sefttence 1. 

He is the subject, and returned is the predicate. 

In tlie evening tells when he returned ; evening 
names a portion of the day, and in shows the relation of 
the evening to the act of returning. 

To tlie Teaclner.— The latter portion of this analysis should be omitted 
after being used a short time. 

MODEL FOR PARSING THE PREPOSITION AND ITS OBJECT. 

In is a preposition ; it shows the relation of the 
evening to the act of returning. 

Evening is a noun, common, third person, singular 
number, neuter gender, and object of the preposition in. 

( b.) Parse the prepositions and objects in Lesson 50. 

3. Seat Work. 
Study the examples in the next lesson, and write the 
parsing of all the prepositions and their objects. 



Parsing the Preposition and its Object. 

1.. Exercise. 
Analyze and parse the following sentences, and then 
parse the prepositions and objects in Lesson 51. 

EXAMPLES. 

1. At day-break we were suddenly awakened. 

2. An incessant tumult was heard throughout the night. 

3 In the morning a few fleecy clouds floated in the calm, 
blue sky. 

4. He stood by the desk. 

5. An old man died in the night. 

6. They are abundant in the forest. 

2. Seat Work. 
Write a composition on Wild Floicers. 



72 



PHRASES DENOTING MAXXER. 



I<^SSOK 54. 

Phrases Denoting Manner. 

1. Instruction. 

1. The two friends ivalked on in silence. 

2. SJie arranged everything with care. 

3. He listened with patience. 

In the first sentence, in silence tells hoio tlie friends 
walked. Silence names the state which they maintained 
while walking, and in shows the relation between that 
state and their walking. In silence means the same as 
silently. 

In the second sentence, vnth care tells hoio she ar- 
ranged everything, and means the same as carefully. Care 
names the quality which she manifested in the work of 
arranging, and loith shows the relation of that quality to 
the action. 

In the third sentence, icith patience means the same 
as patiently. Patience names the quality manifested in 
the act of listening., and toitli shows the relation of the 
quality to the action. 

2. Exercises, 
(a.) In each of the following sentences, fill the blank 
with a group of words that tells lioio the action was done : — 

1. We waited . 6. He spoke . 

2. He read . 7. They dwelt . 

3. The general proceeded . 8. She studied . 

4. The storm raged . 9. The dying man wrote . 

5. He fought . 10. He listened . 

( ^.) Introduce each of the following groups of words 
into a sentence predicating action : — 

1. In patience. 4. In silence. 

2. In peace, 5. With fury. 

3. With diligence. 6. With deliberation. 



PHRASES DENOTING CAUSE OB PUB POSE. j^ 

(c.) Analyze and parse, — 

1. He moved with caution. 

2. They recited with remarkable promptness. 

3. We lived in constant fear. 

4. The brave men fought with unfaltering courage. 

5. Comets move with great rapidity. 

6. The audience listened with attention. 

3. Seat Work. 
Study the examples in the next lesson, explaining the 
phrases according to instruction given at the beginning of 
Lesson 55, and writing out the explanation of those in 
sentences 1 and 3. 



Phrases Denoting Cause or Purpose. 

1. Instruction. 

1. Soldiers fight for fame. 

2. The poor man died of hunger. 

In the first sentence, for fame tells wAt/ the soldiers 
fight. 

In the second sentence, of hunger tells the cause of 
the man's dying. 

2. Exercise. 

Analyze and parse, — 

1. They studied for examination. 

2. They ran for the prize. 

3. He blushed for shame. 

4. They wept for gladness. 

5. They were treated with cruelty. 

6. The two young friends talked with great earnestness. 

7. The gift was accepted with gratitude. 

8. The warm spring days were hailed with pleasure. 

3. Seat Work. 
Study the next lesson, and select sentences that will 
show all the uses of the adverbial phrase. 



y. PROMISCUOUS EXAMPLES. 



Subject of the Last Lesson Continued. 

1 . Exercise. 

Analyze and parse, — 

1. The woman fainted from fright. 

2. The party were traveling for pleasure. 

3. They walked for exercise. 

4. He worked for a living. 

5. They fought for liberty. 

6. The young man came for advice. 

7. They sang for joy. 

8. They shouted for help. 

9. The bell rang for tea. 

10. The vegetables were raised for the market. 

2. Seat Work. 

Study the next lesson, and write the analysis of the- 
first three sentences. 



Promiscuous Examples in Adverbial Phrases. 

1. Exercise. 
Analyze and parse, — 

1. The steamer left on Friday. 

2. Some birds remain throughout the year. 

3. She behaved with propriety on every occasion. 

4. Burgoyne surrendered at Saratoga. 

5. A strange sound issued from the cave. 

6. The anchor clung to the rocks with tenacity. 

7. Men endure many hardships for money. 

8. She died of sorrow. 

9. He sailed toward the sunset. 



PROMISCUOUS EXAMPLES. 



75 



2. Seat Work. 
Write sentences containing adverbial phrases that tell 
( 1 ) when, ( 2 ) how long, ( 3 ) how often, ( 4 ) where, ( 5 ) 
whither, ( 6 ) whence, ( 1 ) how, ( 8 ) why, or for what 
purpose, ( 9 ) from what cause. 



Promi scuous Examples. — Continued. 

1. Exercise. 
Analyze and parse, — 

1. The president stayed till Monday 

2. The church stands by the river. 

3. He returned in September. 

4. It obeyed with alacrity. 

5. We are sailing down the Mississippi River. 

6. He speaks of the Lord on all suitable occasions. 

7. After tea the captain went on deck. 

8. Across the sea the white man came. 

9. He plays for amusement. 

10. He failed through inattention. 

2. Seat Work. 

Write sentences bringing into use all the limiting 
adjectives found in preceding lessons. 



Promiscuous Examples.— Continued, 

1 . Exercise. 
Analyze and parse, — 

1. In a lone valley the chieftain was buried. 

2. There I lingered till sunrise. 

3. The sound floated over the hills, 

4. Soon the drowsy bees were humming among the clover-tops.. 



76 



QUALITIES AND LIMITATIONS. 



5. In tlie gray old towers the bells were merrily ringing. 

6. He is pursuing the work with diligence. 

7. Many strange people came in from the country. 

8. The dam was swept away during the night. 

9. The weary soldier leaned against the wall. 

10. The woods are wrapped in deeper brown. 

11. The owl awakens from her dell. 

12. The fox is heard upon the fell. 

2. Seat Work. 
Study the next lesson. 



I<sigso^r 6o, 



Qualities and Limitations Shown by Groups of 
Words. 

1. Instruction. 

1. Able men are needed. 

2. Men of ability are needed. 

In the first sentence, able tells what kind of men are 
needed. It describes the men here meant, by assuming a 
quality of them. 

In the second sentence, of ability does the same that 
is done by able in the first sentence. Ability names the 
quality that the men have, and of shows the relation of 
that quality to the men, — that it exists in them. 

2. Exercises. 
(a.) Compare the following expressions in the same 
way :— 

1. Sad thoughts. 1. Sorrowful days. 

2. Thoughts of sadness. 2. Days of sorrow. 

1. Joyful moments. 1. Perilous times. 

2. Moments of joy. 2. Times of peril. 



QUALITIES AND LIMITATIONS. ^j 

The two forms of expression do not always have ex- 
actly the same meaning, as will be seen from the follow- 
ing examples : — 

1. Troublesome waves. 1. Peevish children. 

2. Waves of trouble, 2. Children of peevishness. 

1. Free thoughts. 

2. Thoughts of freedom. 

( h.) Analyze, according to the model below, the fol- 
lowing — 

EXAMPLES. 

1. Men of industrious habits are prosperous. 

2. A young man of good morals is respected. 

3. A timid deer, with Avhite feet, fed by moonlight in the 
meadow. 

4. A cloud of darkness settled over us. 

5. Scenes of glory opened before him. 

MODEL FOR ANALYSIS. 

Ex. — Men of true refinement are always modest. 

1. The subject of this sentence is men. 

2. Are modest is the predicate; it predicates quality. 

3. Of true refinement describes the men by as- 
suming a quality of them. 

4. Refinement names the quality, and of shows 
the relation of the quality to the men. 

5. True assumes a quality of the refinement here 
meant. 

6. Always tells when the men are modest. 

3. Instruction Resumed. 
The phrase that takes the place of an adjective is 
called an adjective phrase ; and, in general, a group 
added to a noun to limit it in any way is said to be an 
adjective element. 

4. Seat Work. 

Study the next lesson, and select other sentences con- 
taining adjective phrases that can be changed to adjectives. 



78 



NO UNS DENO TIN G WNERSHIP. 



I<I^ggO>[ 61. 

Adjective Phrases. 

1 . Exercise. 
Analyze and parse, — 

1. Men of great wisdom seldom err. 

2. Habits of industry are important. 

3. Such deeds of kindness are appreciated. 

4. Words of tenderness are precious. 

5. Her tones of sympathy were unheeded. 

6. Men of ability are needed in such an enterprise. 

7. Songs of devotion were heard in the camp. 

8. The surly chief spoke in tones of anger. 

9. Thoughts of sadness pressed upon me. 

2. Seat Work. 

{a.) Write sentences that will show by example how 
nouns ending in o form their plural ; nouns ending in y. 

( h.) In like manner show what nouns add the syllable 
es to form the plural. 



Nouns Denoting Ownership. 

1. Exercise. 
Make each of the following expressions a part of a 
sentence : — 

1. John's knife. 10. Judge Graves's farm. 

2. Philip's kite. 11. General Washington's sword. 

3. JuHa's glove. 12. Bonaparte's dress. 

4. Ellen's new book. 13. The children's toys. 

5. Father's cane. 14. The men's overcoats. 
G. Mother's spectacles. 15. A nation's wealth. 

7. Uncle John's white horses. IC. The Marquis's mantle. 

8. Aunt Mary's blue dishes. 17. The ladies' hats. 

9. Jacob's cattle. 18. The boy's sled. 



NOUNS DENOTING OWNERSHIP. 



79 



19. Laban's images. 24. The boys' hats. 

20. Jones's mill. 25. The robbers' pistols. 

21. Perkins's store. 26. The hunter's dog. 

22. Mr. Knox's shop. 27. The scholar's task. 

23. The old man's garden. 28. The poor man's sorrow. 

2. Instruction. 

In the first example, Jo/di's tells whose knife ; in the 
second, Philip's tells whose kite ; etc. 

Each of these words tells who owns, or who possesses, 
something, and is therefore said to denote possession. You 
will notice that each of the words used in this way is 
changed by adding to it the apostrophe and s ('s). Tliis 
addition is called the possessive sign, because it is a 
sign that the word denotes possession. 

Notice that in the lYth example, ladies'' has only an 
apostrophe added to it. This is all we add to any plural 
noun ending in s, as will be seen in examples 24 and 25. 

When the plural noun ends in any other letter than 
s, we add to it boih the apostrophe and s, as in examples 
13 and 14. 

3. Exercise. 

Analyze the following — 

EXAMPLES. 

1. The captain's watch was stolen. 

2. Charles's ring was found in Mary's box. 

5. Ellen's bird escaped from the cage. 

4. The flour was bought at Jones's mill. 

6. Frank's boat was overturned. 

6. Mr. Smith's farm is productive. 



Ex. — John's knife is dull. 

1. The subject of this sentence is knife. 

2. Is didl is the predicate ; it predicates a condition 
of the -knife. 

3. John's tells whose knife is meant. It names the 
owner. 



gQ CASE -NOMINATIVE AND POSSESSIVE. 

4. Seat Work. 
(«.) Study the next lesson. 

(b.) Add the possessive sign to the following names, 
and then use them in sentences : — 

N 

Examples.— Joseph, Silas, Caesar, Mr. Barnes, Gen. Knox, 
men, women, teachers, farmers. Professor Richards. 



Case,— Nominative aud Possessive. 

1. Instruction. 

1. The captain is a brave man. 

2. The captain's ivatch icas stolen. 

Captain, in the first sentence, is used as subject, and 
has the ordinary name form. 

In the second sentence, it is used to tell ifihose vxitch 
is meant. 

When used to tell whose, — to denote possession, — it 
changes its form as noticed in the last lesson. 

The ordinary form, which it has when used as sub- 
ject, is called the nominative case. 

The changed form which it has when used to denote 
possession, is called the possessiA^e case. 

2. Exercise. 
Analyze and parse, — 

1. The governor's elegant mansion is much admired. 

2. Mr. Bliss's fruit was stolen by some roguish boys. 

3. That boy's sled was bought at Wright's store. 

4. Cyrus's campaign was successful. 

5. Cohimbus's third voyage was made in 1498. 
G. The book was burned in the martyr's hand. 

7. Tlie Romans landed on Albion's shore. 

8. The young man's attention was fixed on the monster. 



PAUSING JVOUJVS IN THE FOSSBSSIVU CASE. 



Ex. — Ellen^s bird escaped. 

Ellen's is a noun, proper, third person, singular num- 
ber, feminine gender ; it is used to tell whose bird is 
meant, and is therefore put in the possessive case. 

Bird is a noun, com., 3d., sing.; it is used as the 
subject of the sentence, and is therefore put in the nom- 
inative case. 

Note.— Those who prefer to do so can put the word form in the place of 
case in the models given above. This seems more consistent, for the definition 
commonly given to case does not agree with the use of the word case in the 
rules. For instance, case is defined as the relation of the noun or pronoun to 
other words in the sentence. 

• Then we are told by the rule that the subject of a sentence must be in the 
nominative case; and since case means relation, the rule virtually says that 
the subject of a sentence must be in the nominative relation, or, in other words, 
the subject of a sentence must be the subject of a sentence!! 

But if we say that the subject of a sentence must be in the nominative 
form, all is consistent. It is plain that if we use the word case in the rule, it 
must be used in the sense of form. 

3. Seat Work. 
{a.) Study the next lesson. 

( h.) Write the possessive of the following nouns, and 
then use each in a sentence : — 

Examples. — Larks, Dr. Lucas, sisters, mountain, merchants, 
curfew, battle. Col. Church, Mr. Fish, J, Marks. 



I<i{^^OX 64. 

Parsing Nouns in the Possessive Case. 

1. Exercise. 
Analyze and parse, — 

1. The children's toys are expensive. 

2. The queen's barge was already proceeding up the river. 

3. On Esek Harden's oaken floor, lay the ears of unhusked 
corn. 

4. The rook's nest was destroyed. . 

5. William's farm is small. 



82 



FOSSESSIVB XOU^^'S. 



6. Riifus's garden is well watered. 

7. Philip's dwelling fronted on the street. 

8. The captives' plaintive cries were heard throughout the 
night. 

2. Seat Work. 

Study the next lesson ; write the analysis of sentence 
12, and the parsing of the possessive noims in sentences 
4 to XI. 

v^ «^ * 

Possessive Nouns Denoting Kindred or Authorship. 

1. Instruction. 

1. Frank's h^other is sick. 

2. Webster's dictionary is much used. 

In the first sentence, the word FranT^B tells whose 
brother is meant, but does not show possession ; for Frank 
does not own his brother — his brother is not his property. 
It is not jDossession, really, that is here shown, but kindred. 

In the second sentence, 'Webster''8 names the author 
of the dictionary, and not the owner, for Webster has long 
been dead. 

These words that denote kindred, authorship, etc., 
take the possessive sign because they answer the question 
wJiuse, just as words do that denote real possesion. 

2. Exercise in Analysis and Parsing. 

exa:\iples. 

1. Moody's sermons are much admired. 

2. Greene's Grammar is used in this schooL 

3. George's father resides in Boston. 

4. Ellen's uncle went to India. 

5. Scott's poems are read with delight. 

(). The mat was braided by the chieftain's daughter. 

7. James's mother was reading thoughtfully. 

8. The young Hebrew rode in Pharaoh's chariot. 

9. The article was published in Harper's Magazine. 

10. Mr. Ellis's farm was sold on a mortgage. 

11. Joseph's brothers were cruel. 

12. The article was found in Quackenbos's Rhetoric. 



POSSESS I VE NO TINS. 



83 



MODEL FOE, ANALYSIS. 

Sentence 1. 

1. Sermons is the subject. 

2. Are admired is the predicate. 

3. Moody's tells whose sermons are meant, by nam- 
ing the author. 

4. Much tells to what degree the sermons are admired. 

MODEL FOR PARSING. 

Moody's is a noun, pr., Sd., sing., masc; added to 
the noun sermons to tell lohose, and therefore put in the 
j^ossessive case. 

4. Seat Work. 

Study next lesson, and review. 



Possessive Nouns Denoting Origin or Fitness. 

1 . Instruction. 

1. The sun's rays, . 

2. Children' s shoes. 

By the sun's rays we mean rays that come from the sun. 

Children'' s shoes are shoes of the proper size and shape 
if or children. They may never be owned or worn by them. 

Possessive nouns are often used in this way to denote 
the origin, adaptation, or fitness, of things. 

2. Exercise in Analysis and Parsing^. 

EXAMPLES. 

1. Gentlemen's clothing is substantial. 

2. Ladies' gloves are expensive. 

3. The moon's pale light fell on the lonely grave. 

4. The bird's song echoed through the vale. 

6. The old man's thoughts were suddenly interrupted. 

6. Henrietta's sister is coming in July. 

7. The ruddy camp-fire's glow was mirrored in the stream. 



84 



P S suss I YE .Y UNS. 



8. The fond mother's prayers ascended to heaven. 

9. From the distant grove comes the cuckoo's song. 

10. The merry skaters were distinctly seen by the bonfire's 
glowing liorht. 

11. Carpenter's tools are indispensable in such work. 

12. The whole earth is enlivened by the sun's radiant beams. 

3, Seat Work. 
Study the next lesson. 



Possessive Nouns Deuotiug Time, Weight, Measure^ 

1. Instruction. 
A montlis pay icas advanced. 

In this sentence, montKs^ although it has the possessive 
sign, is not used to tell whose pay was advanced, but the 
time required for earning the amount paid. 

MontlCs is said to be in the possessive case, because 
it has the possessive sign, and because it denotes some- 
thing a little like possession, for a month's pay is the pay 
belonging to a month of labor. 

2. Exercise in Analysis and Parsing, 

EXAMPLES. 

1. He was held at arm's length. 

2. That sketch was drawn by a painter's hand. 

3. American independence was gained by a seven years' war. 

4. A ten miles' ride was taken before breakfast. 

5. A lion's roar was heard in the forest. 

6. The child's arm was crushed. 

7. Twenty pounds' weight was added to each captive's burden. 

8. The cattle are feeding on the hill's gentle slope. 

Remarks. — In the first sentence, armh denotes the 
measure of the length; it is the measure of an arm. 

In sentence 3. ycar.^'' denotes measures of time, and 



P S S ESS I VE P R N UNS. 



85 



■seven tells how many such measures are required to 
measure the length of the Avar. 

In sentence 4, miles'^ denotes measures of distance, 
* and ten shows how many such measures are required to 
measure the length of the ride. 

In sentence 7, pounds^ denotes measures of weight, 
and tioenty tells how many such measures are required to 
-equal the weight of the burden. 

3. Seat Work. 
Write a composition on Food. 

QUESTIONS. 

1. What are the chief articles of food in our country ? 

2. What articles of food do we get from other parts 
of the world ? 

3. The people of foreign lands use what kinds of food 
that are not used here ? 

4. How do savages obtain their food ? 

5. How did Adam and Eve obtain their food before 
they sinned ? 

6. Did they have any work to do ? 

v. How do people obtain their food in very cold 
countries ? 

8. How easily can people get food in some very hot 
countries ? 

9. What evils do people have to suffer in hot countries ? 
10. Tell some of the different ways in which food is 

prepared in various parts of the world. 



I<i{ggo^r 6§. 

Possessive Prqaiouiis. 

1. Instruction. 

1. My iKdh is lost. 

2. Your kindness is appreciated. 

3. His father is dead. 

In the first sentence above, my alludes to the speaker, 
and shows whose path is lost. 



35 POSSESSIVE PRONOUXS. 

In the second sentence, your alludes to tlie person 
spoken to, and shows whose kindness is meant. Etc. 

QUESTIONS. 

1. If I want to represent a home as belonging to my- 
self, what pronoun must I employ ? 

2. How would I represent it as belonging to myself 
and others associated with me ? 

3. How would I represent it as belonging to some 
person spoken to ? To several persons spoken to ? 

4. What pronoun Avould you use in showing that the 
home belongs to a man ? To a woman ? 

5. AYhat pronoun would you use in showing that it 
belongs to two or more men ? To two or more women ? 
To a man and a woman ? To men and women ? 

6. When we wish to represent anything as belonging 
to an object that has no sex, we use the pronoun its. 

iLLUsTKATioisr. — The tree is gigantic j its diameter is 
over ten feet^ and its top toilers far above the steeple. 

v. Sometimes the name of the thing possessed is un- 
derstood; as, — 

I took his umbrella, and left mvM [i. e. , my %imhrella\. 

When the noun is understood, we use mine instead of 
my ; ours instead of our ; yours instead of your ; and theirs 
instead of their. 

So we have a complete set of words [ pronouns ] used 
to allude to the possessor. 

They are, — 

My or mine, Our or om-s, 

Thy or thine, Your or yours, 

His, Her or hers, 

Its, Their or theirs. 



Since these words always denote possession, they need 
no possessive sign, so the '.s is never added to them. 






PARSING POSSESSIVE. PliONOUNS. 



87 



2. Exercises. 

{a.) Make each of the preceding words a part of a 
sentence, and tell whether it denotes ownership, authorship, 
origin, fitness, a part, kindred, etc. 

(^.) Analyze a few of the sentences thus formed. 

QUESTIONS. 

1. What words may be used to allude to the speaker ? 

2. "Which of these should be used as the subject of a 
sentence ? 

3. Which to denote possession ? 

4. Which as the object of a preposition ? 

5. Can I be used as the object of a preposition ? 

6. Can it denote possession ? 

7. Can me be used as subject ? 

8. Can my be used as subject ? 

9. Can me denote possession ? 

2 is called the Nominative Case, or Nominative 

Form, because it is used as subject. 

Since my is used to denote possession, it is called the 
Possessive Case, or Possessive Form. 

Since me is used as the object of a preposition, it is 
called the Objective Case, or Objective Form. 

3. Seat Work. 
Study the sentences given in the next lesson, and 
write the parsing of the nouns and pronouns. 



i<i^^^oK 69. 

Parsing Possessive Pronouns. 

1. duestions. 

1. What words may allude to a person spoken of? 

2. Which of these words may be used as the subject 
of a sentence ? 



gg PARSING POSSESSIVE PBOXOUNS. 

•3. Whicli may be used to show possession ? 

4. Wliich may be used as the object of a preposition ? 

5. In what case is he? him f his? her? she? 

2. Exercise. 
Analyze and parse, — 

1. My house is small. 

2. His eyes were swollen. 

3. Her thoughts were vain, 

4. Milton's writings are extensively read. 

5. The farmer's cattle are quietly resti.-g. 

6. My mother's Bible is lying on her lap. 

7. I rode through the forest. 

8. Their joy was clearly shown in their faces. 

9. The mountain is proud of its snowy wreath. 
10, We are often deceived by our desires. 

MODELS. 

JEJx. — Our days are numhered. 

Our is a pronoun, first person, plural number, and 
includes both sexes ; it is used to tell whose days are num- 
bered, and is therefore put in the the possessive case. 

Abbreviated form to be used in writing. 

Our. — Pro., 1st per., plu. n. ; tells whose days, poss. c. 

Ex. — Your hind offer is gratefully accepted. 

Your. — Pro., 2d per., sing, or plu. n.; tells whose 
offer, poss. c. 

3. Seat Work. 

Write what you have learned of the different forms 
of pronouns, and their uses. 



P roil oil lis. — Continued. 

1. Exercise. 
Analyze and parse, — 

1. My father's traits of cliaracter are repeated in me. 

2. Your writings are received with uncommon favor. 

3. Our good resolutions are often broken. 



POSSBSSIOIi' DENOTED BY A PHEASE. gg 

4. A father's blessing rested on liis child. 

5. For days he wandered by the river's brink. 

6. On its margin the great forest stood. 

7. Our harps were left by Babel's stream. 

2. Seat Work. 
Write the analysis and parsing of the following sen- 
tence : — 

They protected their father's grave with jealous care. 

MODEL FOE, WRITING THE PARSING OF ADJECTIVES. 

Sentence 6. 
Great. — Adj., q., added to forest to show its extent. 



Possession Denoted by a Phrase. 

1. Instruction. 

1, Solomon's wisdom is proverbial. 

2. The wisdom of Solomon is proverbial. 

These two sentences are exactly alike in meaning. In 
the first, jSolonion^s tells whose wisdom is meant, and in 
the second, of Solomon tells the same thing. Solomon 
names the possessor ; and the 2^ossessive sign in the first 
sentence, and. the word of in the second, show the relation 
of Solomon to wisdom, — the relation of j)ossession. 

2. Exercises. 
(a.) In the following sentences change the possessive 
sign from 's to of, or from of to 's.- — 

1. The governor's elegant mansion is much admired. 

2. Childhood's happy days are remembered with pleasure. 

3. The farm of Mr. Smith is very productive. 

4. The word of the Lord came to the prophet. 

5. Solomon's temple was built on Mount Moriah. 

6. The troops of Washington were poorly clad. 
Y. An eagle's nest was found near the place. 

S. The barge of the queen was already proceeding up the river. 



QQ POSSESSIOJY DENOTED BY A PHRASE. 

{h.) Analyze the sentences given above- 

MODELS. 

1. Of tlie Lord tells whose word is meant. Loy'd 
names the being who sj^oke the word, and of shows the 
relation of the Lord to the word. 

2. Of the queen tells whose barge was moving up 
the river. Queen names the person for whom the barge 
was especially intended, etc. 

3. Of Washiiig'toil tells whose troops are meant. 
Washioigton names the man who commanded the troops, etc. 

Suggestion.— Those who prefer to do so can shorten the analysis, and 
only say, "C/ the Lord tells -whose word is meant;" and so with other phrases. 

3. Seat Work. 

(«.) Study the next lesson with reference to the 
thoughts expressed, the analysis of the sentences, and the 
parsing of the words. 

{b.) Change the adjective phrases to nouns in the 
possessive case. 



Subject of the Last Lesson Continued. 

1. Exercise. 
Analyze and parse, — 

1. The ripples of the rivulet are flashing in the light. 

2. Into the valley of Death rode the six hundred. 

3. 'Tis written in the book of fate. 

4. The curious ways of birds were well kno\m to him. 

5. The attention of the tavern politicians was soon attracted 
by the appearance of Rip. 

G. The fruit of the hawthorn, black and red, was gathered 
in those autumn days. 

2. Seat Work. 
Study tlie next lesson, and review Lessons 65 and (36. 



PHRASES DENOTING MATERIAL. g j. 



Phrases Denoting Origin or Authorship. 

1. Exercise. 
Analyze and parse, — 

1. The rays of the sun are reflected by the moon. 

2. The smoke of the battle is clearing away. 

3. The twitter of birds was heard in the grove. 

4. Softly came the murmur of distant music. 

5. The writings of Milton are sublime. 

6. Midst the roar of the storm a faint cry was heard 

7. The arguments of Locke were clearly stated. 

MODELS. 

Of the sun tells what rays are meant, by denoting 
origin. Sun names the body that produces the rays, and 
of shows the relation of the sun to the rays. 

Of Milton tells whose writings are meant. Milton 
names the author, and of shows the relation of Milton to 
the writings. 

2. Seat Work. 

( a.) Study the next lesson. 

( h.) Tell for what different purposes nouns in the pos- 
sessive case are used, and give examples. 



I<li,gBOK ^4- 



Phrases Denoting Material; or the Whole, of which 
Something is a Part. 

1 . Exercise. 

Analyze and parse, — 

1. The curtains were supported by pillars of brass. 

2. The mouth of the Amazon is broad. 

3. A wedge of gold was found in Achan's tent. 



Q2 FHBASES DEXOTIXG TIME. ETC. 

4. The rising sun was seen upon the mountain's brow. 

5. A pillar of fire stood over the tabernacle. 

6. The advance guard of the British army encamped near 
the river. 

7. The mast-head of the vessel was seen above the waves. 

MODELS. 

Of brass tells what kind of pillars supported the 
curtains. Brass names the material of which the pillars 
were made, and of shows the relation of the brass to the 
pillars. 

Of the Amazon tells to what the mouth belongs. 
Amazon names the river of which the mouth is a part, 
and of shows the relation between the Amazon and the 
mouth. 

2. Seat Work. 

(a.) Study the next lesson. 

( h.) Explain the different cases, or forms, of pronouns ; 
tell when they are used, and give examples. 



Plirases Denoting Time, Measure, Weight, etc. 

1. Exercise. 
Analyze and parse, — 

1. By a pleasant ride of twelve miles, we were brought to 
the beautiful residence of my friend. 

2. They were prepared for a stay of several weeks. 

3. Their freedom was purchased by a war of thirty long 
years. 

4. A channel of five hundred feet was cut through a bed of 
rock. 

5. A weight of ten pounds was attached to the end of tlie 
lever. 

6. We were equipped for a journey of a thousand miles. 

7. The children of Israel were doomed to a journey of forty 
years in the wilderness. 



PROMISCUOUS EXAMPLES. 



MODELS. 

Of ten pounds tells how heavy the weight was. 
Pounds names the kind of measure employed in esti- 
mating the weight. Ten shows how many such measures 
of weight equal the weight attached to the end of the 
lever. Of shows the relation between the pounds and the 
weight. 

Of five hundred feet tells how long the channel 
was. Feet names the kind of measure. Five hundred 
shows how many such measures are required to equal the 
length of the channel. Hundred names one of the 
great orders of numbers, and five tells how many of these 
must be taken. Of shows the relation between the feet 
and the channel. 

2. Seat Work. 

Study the next lesson. 



Promiscuous Examples. 

1 . Exercise. 

Analyze and parse, — 

1. The dews of night descended on the lonely grave. 

2. The winds of autumn wail sadly through the naked trees. 

3. The graves of the warriors were dug in the vale. 

4. The bright flowers of summer are faded and dead. 

5. The sweet songs of birds were heard in the grove. 

6. The fruit of that land was good. 

7. On the third day of September, we arrived at our new 
home in the fertile valley of this beautiful stream. 

MODEL. 

Sentence 4- 

1. JBIoioers is the subject. 

2. Are faded and dead is the predicate ; it pred- 
icates two conditions of* the flowers. Faded and dead 



Q. PROMISCUOUS EXAMPLES. 

denote the conditions, and and shows that they are alike 
related to the subject. 
3. Etc. 

MODEL FOR THE WRITTEN PARSING OF THE NOUN. 

Sentence J/.. 
Flowers. — N., c, 3, pL, n., Sub., ISTom. c. 
Suinmer. — N., c, 3, s., n., Obj. of prej?., Obj. c. 

2. Seat Work. 

Study the next lesson. 



Promiscuous Examples. — Continued, 

1 . Exercise. 
Analyze and parse, — 

1. The lay of the minstrel was heard in the bower. 

2. In the pride of his strength came the proud Briton on. 

3. Two large ships were sunk in the harbor. 

4. A box of children's shoes was sent to the destitute settlers. 

5. The philosophers of that day excelled in wisdom. 

6. Morning's rosy light is dawning upon the mountain's brow. 

7. A line of breakers stretched across the entrance to the bay. 

Remarks. — In sentence 2, ioi the 2yride of his strength 
tells how the Briton came on, by telling what quality he 
manifested in coming. Pride names the quality, and in 
shows its relation to the act of coming. 

Of his strength tells what kind of pride he manifested. 
Strength names the quality in which he took pride, and of 
shows the relation between strength and pride. 

In sentence 5, of that day tells what philosophers 
were meant. Day names a definite portion of time, but 
is here used figuratively to denote a period in the world's 
history. 

2. Seat Work. 

{a.) Study the next lesson. 

( h.) Write out what you know about adverbs and 
adverbial phrases. 



QUALITIES MODIFIED. q^ 

Qualities Modified. 

1. Exercise. 
Analyze and parse,- — 

1. Those tones are wonderfully clear. 

2. The redwood trees of California are very tall. 

3. The tones of the old violin were charmingly sweet. ^ 

4. Cyrus was wonderfully expert in the chase. 

5. The beast was great, and terrible, and strong exceedingly. 

6. The kingdom is partly strong and partly broken. 

7. The young chief of the Onondagas was fleet in the chase 
and strong in battle. 

Remarks. — The examples given in this lesson show 
how qualities are modified. 

Analyze as in preceding lessons, and say that wonder- 
fully tells how clear the tones were ; very tells how tall 
the trees were, showing that they possess the quality of 
tallness (height) in a remarkable degree; etc. 

These words are classed as adverbs, and parsed the 
same as those that modify actions, except that they are 
added to adjectives instead of being added to verbs. 

In sentence 6, partly tells in what way the kingdom 
was strong, — it is strong in some parts and broken in others. 

In sentence 7, in the chase tells where the chief was 
fleet. Chase names the exercise in which his fleetness 
was especially manifested, etc. In battle tells where his 
strength was especially manifested. Battle names a con- 
flict between armies, and in shows the relation between 
the battle and the strength of the chief. 

2. Seat Work. 
Write a Composition. 



96 



ACTION RECEIVED BY AN OBJECT. 



Action Performed by the Subject and Eeceived by 
an Object. 

1 . Instruction. 

1. Tlie child is eating an apple. 

2. John saws wood. 

3. Helen studies grammar. 

1 . Vv'hat is predicated in the first sentence ? 

2. AYho performs the action ? 

3. What receives it ? 

4. What receives the action predicated in the second 
sentence ? 

5. What receives the action predicated in the third 
sentence ? 

2. Exercises. 

{a.) Fill the blank in each of the following sentences 
with a word showing what receives the action: — 



1. 


Carpenters build . 


9. 


Indolent people hate- 


2. 


I hear . 


10. 


Mary studies . 


3. 


I like 


11. 


Farmers raise . 


4. 


Good children obey . 


12. 


Boys write — — . 


5. 


Merchants sell . 


13. 


The sini warms •. 


6. 


Snow covers . 


14. 


Lucy reads . 


7. 


The hunters killed 


15. 


The idler wastes . 


8. 


The waves washed . 


16. 


My father bought . 



( h.) Change each of the foregoing sentences so that 
the word showing what receives the action will be made 
the subject of the sentence. 

(c.) Analyze, — 

1. Some birds build their nests on the ground. 

2. Moses received the tables of stone on Mount Sinai. 

3. The bright waves washed the pebbly shore. 

4. Abraham left the land of his fathers. 



I 



ACTION RECEIVED BY AN OBJECT. 



97 



5. The merry songs of birds filled the air. 

6. The pages of thy book I read. 

7. They clasped his neck. 

8. He saw the fire of the midnight camp. 

. MODEL. 

Ex. — Some birds build their nests on the ground. 

1. Birds is the subject of this sentence. 

2. Build is the predicate. 

3. Some shows that birds, as used in this sentence, 
does not mean all birds, but only a certain class, probably 
not very numerous. 

4. Nests shows what the birds build. It tells what 
receives the action. 

5. Their alludes to birds, and thus tells whose nests 
are meant. 

6. On the ground tells where the nests are built. 

3. Seat Work. 
Study the next lesson. 



I<1^^^0X §0. 

Subject of the Last Lesson Continued. 

1. Exercise. 

Analyze, — 

1. He saw once more his dark-eyed queen. 

2. Odors of orange-flowers reached him. 

3. Loud he sang the psalm of David. 

4. The voice of his devotion 

Filled my soul with strange emotion. 

5. An earthquake's arm of might 
Broke their dungeon-gates at night. 

6. He heard at times a horse's tramp 
And a blood-hound's distant bay. 

7. In happy homes he saw the light 

Of household fires, so warm and bright. 
7 



98 



REGULAR AND IRREGULAR VERBS. 



Remarks. — Parse once more together as an adverb. It 
j^robably comes from the adverbial phrase for one more tim^e. 

In sentence 5, the earthquake is represented as hav- 
ing an arm of might, and breaking with it the gate of the 
dungeon. We speak of the earthquake as though it were 
a person. This is called a figure of personification. 
We say that it has an arm of might because it has such 
great power, shaking the earth as it does, rending rocks 
asunder, and upheaving islands in the sea. The meaning 
is that the earthquake so shook the prison that the doors 
flew oj)en. 

In sentence 6, at times tells when he heard the 
horse's tramp and the blood-hound's bay. Times names 
certam points, or short periods, with intervals between. If 
he had heard the sounds all the while, continuously, there 
would have been only ojie time of hearing them ; but since 
there were intervals, short spaces of time, when he did 
not hear them, he heard them at times. 

A cai)ital letter should begin the first word of 
eveiy line of poetry. 

2. Seat Work. 

Write— 

(a.) Five sentences that predicate quality. 

( b.) Five that predicate action not received by any- 
thing. 

( c.) Five that predicate action received by the subject. 

(d.) Five that predicate action performed by the sub- 
ject and received by something else. 



I<S{^^0>J' §1. 

Regular and Irregular Terbs. 

1 . Instruction. 
Lightnings flash. 
What is predicated in this sentence ? Is the action 
represented as present or past at the time of mentioning it ? 



6. 


Birds seek shelter. 


7 


The storm beats. 


8. 


The eagle screamed 


9. 


The wind blows. 


LO. 


The ocean roars. 



REOULAR AND IRREGULAR VERBS. qq 



Lightnings flashed. 

In this sentence, is the action represented as present 
or past at the time of mentioning it ? 

Which verbs in the following sentences represent the 
.action as present ? Which represent it as past ? 

1. Torrents roared. 

2. Thunders roll. 

3. Waves dash. 

4. Trees fell. 

5. People fled. 

A verb that represents action as present at the time 
of mentioning it, is said to be in the present tense. 

A verb that represents action as past at the time of 
mentioning it, is said to be in the past tense. 

2. Exercises. 
(a.) Tell the tense of the verb in each of the follow- 
ing sentences : — 

1. The fox-gloves stand in a long black row. 

2. The slender swallows fly joyously about the eaves of the 
old barn. 

3. The snow fell fast. 

4. The sheep are feeding on the hillside. 

5. The children swung on the old gate. 

6. Across the stepping stones we passed. 

7. A graveled walk led to the door. 

8. The full creek rushes noisily along. 

9. Here a row of doves sit from morn till night. 
10. We sat down in the chimney nook. 

{b.) 1. What is the past tense of icalk f look f hum f 
help f 

2. Write each of these verbs in the present tense. 

3. Write each in the past tense. What have you 
added to the present tense in changing it to the past ? 

3. Instruction Resumed. 
(a.) A verb that forms its past tense by adding ed 
to the present, is called a regular verb. 



-^QQ TBANSITIVE AND INTEANSITIYE VERBS. 

(b.) 1. What is the past tense of go? ride? see? feel? 
sing ? find ? write ? 

2. Does there seem to be any regular way of forming 
the past tense of these verbs ? 

3. Such verbs are called irregular because they do 
not fonn their past tense in the regular way, that is, by 
adding ed to the present. 

4. Exercise. 
Which of the followino- verbs are reo'ular ? Which 
irregular ? 

Do, seek, fill, rest, call, swim, 

climb, sit, fling, chirp, fly, stand, 

fight, fall, freeze, flee, play, whisper, 

wait, wander, think, fold, sleep, search. 

5. Seat Work. 

(a.) Select ten sentences each having a regular verb 
in the present tense. 

( h.) Select ten sentences each having an irregular verb 
in the past tense. 



Transitive and Intransitive Terbs ; Yoice. 

To tlie Teacli*^*".— WTienever a lesson is too long for a single recitation, 
divide it. 

1 . Instruction. 

Birds build nests. 

What is predicated in this sentence ? 

By what is the action performed ? 

By what is it received ? 

Answer the same questions in regard to the following 

sentences : — 

1. Julia writes letters. 3. Cannibals eat men. 

2. Bees make honey. 4. Farmers till the ground. 

5. Mills j^rind wheat. 



TRANSITIVE AND INTRANSITIVE VERBS. 



lOI 



A verb that represents an action as performed by the 
subject and received by something else, is a transitive 
verb, in the active voice. It is called transitive, 
because the act passes from the one who performs it to 
some person or thing that receives it, and transitive means 
passing. It is said to be in the active voice because the 
subject performs the action. 

The letter ivas ivritten hy Julia. 

In this sentence, Julia performs the act of writing, 
and the letter receives it, just as in sentence 1 above ; but 
in this sentence the name of the thing that receives the 
action is the subject, while in the former sentence, the 
name of the one who performs the action is the subject. 

When the action is received by the subject, the verb 
is said to be transitive and in the passive voice. 
It is said to be transitive because the action passes from 
the one who performs it to something which receives it. 
It is said to be in the passive voice because the subject 
receives the action. 

We see, then, that a verb is transitive whenever it rep- 
resents the action as passing to anything., or received by 
anything ; and that a transitive verb is in the active voice 
when the subject performs the action, and in the passive 
voice when the subject receives the action. 

When the subject performs the action and something 
else receives it, the name of the thing that receives the 
action is said to be the object of the verb. 

2. Exercises. 
( a.) Make each of the following verbs the predicate 
of a sentence in which the action shall be performed by 
the subject and received by an object: — 

Examples. — Take, seek, strike, build, buy, cultivate, study, 
till, leave, deceive, kill, punish, send, open, rend, break, gather, 
'discover. 

(b.) Make each of these verbs the predicate of a sen- 
tence in which the action shall be received by the subject. 

Suggestion.— Of course the form of the verb will have to be changed 
^nd the copula used before it. 



JQ2 PAKSIXG OF VEEBS. 



3. Instruction Resumed. 

Tlie bird sings in the tree. 

The flowers hloom in the garden. 

Beasts roam in the forest 

1. What is predicated by the verb in each of these 
sentences ? 

2. Is the action received by an object ? 

3. Is the action received by the subject? 

When the action is not represented as being received 
by anything, the verb is said to be Intransitive, that 
is, not transitive. 

4. Exercise. 

Make ten sentences, each having an intransitive verb 
as predicate. 

1. When is a verb transitive ? 

2. When intransitive ? 

3. When is a transitive verb in the active voice ? 

4. When in the passive voice ? 

5. Seat Work. 

Select fifteen sentences ; five with an intransitive verb,, 
five with a transitive verb in the passive voice, and five 
with a transitive verb in the active voice. 



Parsing of Yerbs. 



To tlie Teaclier,— Be thorough. Review, question, and cross-question, 
every day. 

1. Exercise. 
Analyze and parse, — 

1. They gathered ripe nuts in autumn. 

2. The waysides are fringed with floAvers. 

3. Many a green old sycamore shaded in sumnier the creek. 

4. Oft they watched with wondering eye the swallow. 

5. Brightly the morning sunshine glowed. 



PARSING OF VERBS. jq^ 

6. The barns are filled to the full with grain. 

7. Through the autumn leaves the ripe fruit gleamed. 

8. The orchard trees of their load complain. 

9. The dull, red sun shines through the soft, smoky haze. 
10. The oaten sheaves in autumn were piled to the very eaves. 

MODELS. 

Ex. — Cortez conquered Mexico. 

1. Conquered is a verb, regular, transitive, active 
voice, and past tense. 

2. Mexico is a noun, proper, 3d, sing., neu. ; object 
of the verb conquered, and therefore put in the objective 
case. 

Ex. — Foot-prints were found in the solid rock. 

1. Were found is a verb, irregular, transitive, 
passive voice, and past tense. 

2. In is a preposition ; it shows the relation of the 
rock to the finding of the foot-prints. 

3. Hock is a noun, com., 3d, sing., neu.; it is the 
object of the prep, m, and is therefore put in the objective 
case. 

Ex. — Clouds float in the sky. 

Float is a verb, reg., intransitive, present tense. 

Remarks. — When we say that a word is the object of 
a verb, we mean that the object represented by that word 
receives the action expressed by the verb. 

In sentence 6, full may be parsed as a noun, although 
it is generally an adjective. — See Dictionary. 

In sentence 10, very is an adjective, added to the 
noun eaves for emphasis. We mean the true eaves, the 
real eaves, the eaves themselves. 

2. Seat Work. 
Study the next lesson, and write the parsing of the 
verbs. 



IQA VERBS. 



I<S^ggOK §4. 

Yerbs. 

1. Exercise. 
Analyze and parse, — 

1. All the signs foretold a long winter. 

2. Filled was the air with a dreamy, magical light. 

3. Glasses with horn bows sat astride on his nose. 

4. Basil knocked from his pipe the ashes. 

5. All his thoughts were congealed into lines on his face. 

6. Then the smoke rose slowly, slowly, through the tranquil 
air of morning. 

7. All the tribes beheld the signal. 

8. Then the warriors washed the war-paint from their faces. 

2. Seat Work. 
Write sentences showing all the different uses of ad- 
jective and adverbial phrases. 



Yerbs.— Continued. 

1. Exercise. 
Analyze and parse, — 

1. On the banks their clubs they buried. 

2. Two good friends had Hiawatha. 

3. All the coals were white with ashes. 

4 From his pouch he drew his peace-pipe. 

5. Made of red stone was the pipe-head. 

6. All the land with snow was covered. 

7. Homeward shoots the arrowy swallow. 

8. A scent of growing grasses through the lo.dge was gently 
wafted. 

9. From his eyes the tears were flowing. 



REVIEW. 



io5 



2. Seat Work. 
Write sentences that will bring into use all the pro- 
nouns given below. 

I, we, our, my, me, ours, mine, us, you, your, yours, he, his, 
him, she, her, hers, it, its, they, their, theirs, them. 



Review. 

1. Q-uestions and Requirements. 

1. Give a sentence whose verb denotes action and 
predicates it in one word. 

2. Give a sentence whose verb employs one word to 
denote action and another to show its predication. 

3. Parse the verb in each of these sentences. 

4. Make sentences that will show how the adverb is 
employed to tell how.^ v^hen, where^ actions are performed. 

5. Parse the adverbs. 

6. Make sentences that will show how groups of words 
are employed for the same purposes. 

7. Give an example of an adverbial phrase, denoting 
purpose. One denoting cause. 

8. Give an example of an adjective phrase used to 
denote quality. One used to denote possession. 

9. How do we change the form of nouns to make 
them denote possession ? Give examples. 

10. How do we form the possessive case of singular 
nouns ending in s ? Of plural nouns ending in s ? 

11. Give a list of the possessive pronouns. 

2. Seat Work. 

(a.) Write sentences containing all the possessive pro- 
nouns. 

(^.) Study the next lesson. 



io6 



R E VIE W CO N TIS UED . 



Review.— Coutinued. 

1. Questions and Requirements. 

1. For what different purposes do we use nouns in 
the possessive case ? Give examples. 

2. What pronouns of the first person may be used in 
the nominative case ? What in the p)ossessive case ? What 
in the objective case ? 

3. What j^ronouns of the second person may be used 
in the nominative case f Wliat in the j^ossessive f What 
in the objective f 

4. What pronouns of the third person^ masculine gen- 
der^ may be used in each of the cases ? What in the 
feminine gender f What in the neuter ? 

5. Give sentences containing a transitive verb in the 
active voice. 

6. Give sentences containing a transitive verb in the 
passive voice. 

7. Give sentences containing an intransitive verb. 

8. When is a verb said to be regular, and when 
irregular ? Give examples of both kinds. 

9. AVhen is a verb in the present tense ? 
10. Wlien in the past tense ? 

^ 11. Give sentences containing an irregular transitive 
verb in the passive voice and past tense. 

12. Give sentences containing a regular transitive- verb 
in tlie active voice and present tense. 

2. Seat Work. 
Write what you know of the formation of the plural. 



PERSON AND NUMBER OF THE VERB. 



107 



I<f{^^OX §§. 

Person and Number of the Yerb. 



1. 


Instruction. 


I iDork. 


He works. 


We %D07'h. 


She works. 


You work. 


It ivorks. 


They %vorh. 


Thou ivorkest. 



From the above, we se^ that the verb ivork has three 
forms in the present tense. When any one of the words 
I, ive, you, or they, is used as subject, the verb is work. 
When any one of the words, he, she, or it, is used as sub- 
ject, the verb is works. When thou is used as subject, 
the verb is workest. 

This change in the form of the verb is called its 
person and number. 

He, she, and it are each in the third person, singular 
number ; so we see that when the subject is in the third 
person, singular number, s is added to the verb. The 
verb is then said to be in the third person singular 
number. 

It is really the subject that has the person and num- 
ber, and the verb changes its form to agree with it. 

When the subject is a noun in the 3d, sing., the 
verb is changed in form just as it is when the subject is 
a pronoun ; as, — 

Men work. The boys play. 

Man works. The boy plays. 

TJiou is never used in common language. It is some- 
times found in poetry, and is much used in the Bible and 
other ancient books. When used, it requires t, st, or est 
to be added to the verb, unless the verb already ends in st. 



io8 



PEBSOX AND XUMBER OF THE VERB. 



From the following, it will be seen that the verb does 
not change its form in the past tense, except for thov^ 

I worked. He worked. 

We worked. She woi-ked. 

You tvorked. It worked. 

They tcorked. Thou workedst. 

2. Exercises. 
(a.) Employ the following verbs in sentences of jx^wr 
own: — 

Forsake, reach, stand, descend, approach, defends, forsakes, 
stands, defend, approaches, watches, reaches, make, descends, 
write, tells, watch, fall, falls, come, comes. 

(b.) Make each of the following words the subject of 
a sentence : — 

Nathan, mountains, city, sea, queens, soldier, landscape, 
castles, oceans, we, they, she, I, you, he, sky, books, fountains, 
ostrich, piano, pictures. 

(c.) Change the number of each noun-subject, and the 
number and person of each pronoun-subject, and see what 
change will be required in the verb. 

3. Seat Work. 
( a.) Fill the blanks in the following sentences : — 

1. The contains many people. 

2. The ■ falls heavily on the roof. 

3. The priest-like reads the sacred page. 

4. Softly now the 

Fades upon my sight away. 

5. How regally the look down. 

C. The summer lie pitched like tents. 

7. And yet once more the sing. 

8. And the , dark and lonely. 

Move through all their depths of darkness. 

9. The gray-haired kneels beside the bier. 

(h.) Correct all errors in the following sentences, 
giving reasons : — 

1. The heavens looks down with angry frown. 

2. The waves makes moan. 



THE VERB TO BE. jqq 



3. The wild winds roars. 

4. The tempest rag,e. 

6. Across the deck the huge waves dashes. 

6. The forest leaves falls like flakes to the ground. 

7. "The lion eat flesh," says I. 

8. A robe of leaves cover all the trees. 

9. The violets peeps from beneath the leaves. 

10. A dish of nuts stand on the table. 

11. The stars shines through the rents of ruin. 

12. The tree wave in the blue midnight. 

13. How sweet the moonlight sleep upon the bank. 

14. The wild waters leaps on the crags. 

15. Thou worked with ease. 

16. The Jordan rush to the Dead Sea. 

17. He praisedst the singer. 



I<l{^gO>f §9. 

Person and Number of the Yerb To Be. 

1. Instruction. 
The verb be is different from other verbs in many 
respects. It has more forms in the present tense than 
other verbs have, as will be seen by the following : — 
I am. We are. 

Thou art. You are. 

He is. They are. 

It also has more forms in the past tense, as seen 

below. 

I 'was. We tuere. 

Thou wast. You were. 

He was. They xvere. 

When the predicate consists of a copula and some 
other word, the copula is changed to show the person and 
number, but the other word remains unchanged. 



jjQ THE VERB TO BE. 



MODELS FOR PARSING THE VERB. 

Ex. — Sad-voiced Autumn grieves. 

Grieves is a verb, regular, intransitive, present tense, 
third person singular number, to agree with its subject 
Autumn. 

Ex. — Below me roar the rocking pines. 

Roar is a verb, regular, intransitive, present , tense, 
third person plural number, to agree with its subject pines. 

Ex. — Glossy leaves are twinkling iii the su7i. 

Are twinkling is a verb, regular, intransitive, 
present tense, third person plural number, to agree with 
"its subject leaves. 

Ex.— The vdnd is heard among the mountains. 

Is heard is a verb, irregular, transitive, passive 
voice, present tense, third person singular number, to agree 
with its subject wind. 

Ex. — / am sad. 
Am is a verb, irregular, copiila, present tense, first 
person singular number, to agree with its subject I. 

Ex. — He trod the dark valley alone. 

Trod is a verb, irregular, transitive, active voice, past 
tense. This verb does not change its past tense for the 
person and number of its subject. 

2. Exercise, 
Parse the verbs in the following — 

EXAMPLES. 

1. The torrent pours down the rock 

2. The tree-tops famtly rustle. 

3. Silence reigned in the streets. 

4. Your eyes are dim. 

5. Thou art welcome. 

C. That star now holds the top of heaven. 

7. The sun shoots his upward beam against the dusky pole. 



INTERROGATIVE SENTENCES. jjj 



8. My brothers stepped to the next thicket.^ 

9. Was I deceived ? 

, . 10. A sable cloud turns forth her silvery lining. 

11. I saw them under a green mantling vine. 

12. I am content. 

13. Thou art free. 

14. The ploughman is whistling o'er the furrowed land. 

3. Seat Work. 
Correct all errors in the following sentences, giving 
reasons : — 

1. They was smitten with blindness. 

2. Adown the glen rides armed men. 

3. Deep, fiery clouds o'gr-spread the sky. 

4. Dread stillness reign in air. 

5. They keeps time to the music. 

6. We was invited. 

7. The mountain tower above the sky. 

8. The tickets was all taken before noon. 

9. Them is pretty. 

10. I were sa^ly disappointed. 

11. Them boys write letters in school. 

12. Flowers is prettiest in the morning. 

13. The books was found in the thief's trunk. 

14. A load of boys are passing. 

15. A vase of flowers were presented to the teacher. 

16. A crown of thorns was placed upon his brow. 

17. A confusion of sounds strike on my ear. 



Interrogative Sentences. 

1. Exercises. 
[a.) Change each of the following sentences so as to 
make it inquire for the quality, action, or state : — 

1. Joseph is industrious. 

2. Those buildings were new. 

3. The soil is productive. 



JJ2 COMMANDS, EXHORTATIONS, ETC. 

4. The wind is blowing. 

5. Those trees are fruitful. 

6. They were improving. ^ 

7. Good, resolutions are often forgotten. 

What change has been made in each sentence, in order 
to make it inquire for the action or quality ? 

{h.) After the above sentences have been changed to 
the interrogative form, analyze them according to the fol- 
lowing — 

MODELS. 

Ex. — Ai'e you loeary 9 
You is the subject. 

Are weary is the predicate ; it inquires for a con- 
dition of the subject. 

Ex. — Is the deio falling f 
Is falling is the predicate ; it inquires for an action 
of the dew. 

(c.) Analyze and parse, — 

1. Why are you so sad 1 

2. Where is she going? 

3. Were you present at the opening of the session ? 

4. Was Cromwell destitute of private virtues? 

5. Art thou alone in this dreary wood? 

6. Hear you that distant murmur? 

2. Seat Work. 
Study the next lesson, and select five sentences each 
containing a verb in the imperative mode. 



Commauds, Exhortations, etc. 

1. Instruction. 
Hear me. 
(a.) Tliesc words are addressed to some one who is 
supposed to be present. If the person spoken to is younger 



COMMANDS, EXHORTATIONS, ETC. 



than the speaker, or inferior in rank, the words will be 
understood as a cormnand ; if he is equal in age and rank, 
Jihey will be understood as an exhortation; but if he is a 
superior, they will be regarded as a petU;ion, or an entreaty. 

If they are addressed to God, they will be understood 
as a prayer or supplication. So the same words may ex- 
press a command., an exhortation., a petition., or a prayer. 

( ^.) The expression, hear me, is regarded as a sen- 
tence. The subject is thou or you understood. If the sub- 
ject were written, the sentence might stand thus : Hear 
thou me. The subject thou would allude to the person 
spoken to; but since that person is present, the subject 
may be dropped. 

2. Exercise. 

Analyze the following sentences : — 

1. Rise up to thy full height. 

2. Listen to the advice of the godly. 

3. Be wise. 

4. Be encouraged by your success. 

5. Be guided in all things by the Word of God. 

MODELS FOR ANALYSIS. 

Ex. — Come in the Wyoming bright. 

1. The subject is tllOU, yoil, or ye, understood. 
If the subject were given, it would allude to the person 
spoken to ; but since that person is present, it is unneces- 
sary to allude to him, therefore the subject is omitted. 

2. Come is the predicate ; it exhorts or invites the 
person addressed to perform an act. 

3. In the morning shows v:ihen he is invited to come. 

4. Etc. 

Ex. — Be quiet. 

1. The subject is tlioii, you, or ye, understood, etc. 

2. The predicate is be quiet ; it commands some 
one to assume a state and remain in it. 

3. Quiet denotes the state, and be shows that it is 
predicated. 



jjj_ COMMAIsDS. EXHORTATIONS, ETC. 



Ex. — Be not deceived. 
1. TllOU or you, imderstood, is the subject. 
■2. Be deceived is the predicate ; it exhorts some 
one to receive an action. 

3. Deceived denotes the action, and be shows it 
to be predicated. 

4. Not makes the sentence mean just the opposite of 
what it would mean without that word. 

3. Remarks on Mode. 

The verb in such sentences as those given above is 
said to be in the imperative mode ; for imperative 
means commanding, and the leading use of such sentences 
is to give commands. 

The verbs in all the sentences that we have had 
heretofore, are said to be in the indicative mode. 
They simply indicate or declare an act, being, or state, 
or inquire for it. 

4. Exercise. 

Parse several of the verbs in Lesson 89, and also in 
the following, sentences : — 

1. Moses was instructed by the Lord. 

2. Spring is coming. 

3. Tears fell. 

MODELS FOR PARSING. 

Sentence 1. 
AVas instructed is a verb, regular, transitive, 
passive voice, indicative mode, past tense, third person 
singular number, to agree with its subject 3Ioses. 

Sentence 2. 
Is coming is a verb, irregular, intransitive, indica- 
tive mode, present tense, third person singular number, to 
agree with its subject spring. 

5. Seat Work. 
Study the next lesson, and write the parsing of the 
verbs. 



SEN'TENCES. 



ii5 



Imperative Mode. 



1 . Exercise. 
Analyze and parse, — 

1. Trust in the Lord with all thy heart. 

2. Get wisdom. 

3. Honor the Lord with thy substance. 

4. In all thy ways acknowledge him. 

5. Hear the instruction of thy father. 

6. Enter not into the path of the wicked. 

7. Learn to guard the temper. 

8. The floors of the taverns are strewn with fragrant tips of 
fir-boughs. 

9. Receive my instruction. 

10. Keep thy heart with all diligence. 

MODEL FOR PARSING. 

Sentence 2. 
Glet is a verb, irregular, transitive, active voice, im- 
perative mode, present tense, second person singular or 
plural number, to agree with its subject thou, ye, or you, 

understood. 

2. Seat Work. 

Write the parsing of the verbs in the next lesson. 



I<I^BB0K 93- 

Declarative, Interrogative, and Imperative Sentences. 

1. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. Go not in the way of evil men. 

2. Ponder the ways of thy feet. 

3. In the first watch of the night, 

Without a signal's sound, 
Out of the sea, mysteriously, 

The fleet of Death rose all around. 



ii6 



CLASS PREDICATIJD. 



4. Whence comes that murmur ? 

5. Whither goest thou I 

6. Put away from thee a froward mouth, 

7. When was the mdependence of the United States ac- 
knowledged by Great Britain? 

8. There in close covert by some brook 

Hide me from day's gansh eye. 

9. With speeches fair she wooes tne gentle air. 
10. She liides her guilty front with innocent snoAV. 

Remarks. — In sentence 3, parse the two words out of 
together as a preposition. 

Aromid, although it would be a preposition if the 
ellipsis were supplied, is better parsed as an adverb, rep- 
resenting an adverbial phrase in which the object of the 
preposition is understood. The meaning is that the fleet 
of Death rose all around the ship. 

All is. an adverb, added to the adverb around. It 
seems to convey the idea that every part of the sea around 
this ship was covered with the fleet of Death. 

2. Seat Work. 
Tell, in writing, how all kinds of nouns form their 

plural. 

* — • — * 

Class Predicated. 

1. Instruction. 

Things tliat are alike are said to bo of the same class. 

Men that build houses and barns are called carpen- 
ters ; men that till the soil are called farmers • men that 
study law, and plead cases in court, are called leacyers ; 
men that work in iron are called hlackstniths. 

QUESTIONS. 

1. Men that make flour are called what ? 2. Men 
that weave cloth ? 3. Men that dig minerals from the 



CLASS PREBICATEI). jjy 

earth ? 4. Men that build walls and houses of brick and 
stone ? 5. Men that spend their lives upon the sea ? 6. 
Men that roam the forests in search of game ? 

7. What other classes of men can you name ? 

In this way we classify men in respect to their em- 
ployment in life. 

Those of the same employment may be very different 
in other respects. For instance, some farmers are very in- 
dustrious, others are indolent ; some are temperate, othe-rs 
are intemperate ; some are honest, and others are dis- 
honest. Yet all these men belong to the class called 
farmers ; for they are folio w^ing farming as an employment. 

2. Exercise. 
Analyze and parse, — 

1. Tennyson is a poet. 

2. His father was a minister. 

3. Locke was a philosopher. 

4. My brother is a musician. 

5. Bonaparte was a general. 

6. Gold is a metal. 

7. He was a Samaritan. 

8. The captain was a Spaniard. 

9. That tall, gray man was a general in the rebel army. 
10. The inventor of the magnetic telegraph was an American. 

MODEL FOE, ANALYSIS. 

E:z. — My uncle is a meixhant. 

1. Uncle is the subject of this sentence. 

2. Is mercliailt is the predicate ; it predicates 
that my uncle belongs to a class of men called merchants. 

3. Merchant names one of a class. 

4. Is shows that the thought is predicated. 

5. My alludes to the speaker, and shows v>diose uncle 
is meant. 

6. A denotes one, but no particular one. 



jj3 class predicated. 

MODEL FOR PAKSING. 

Merchant is a noun, common, third person, singular 
number, masculine gender ; used with the copula to form, 
the jDredicate, and therefore put in the nominative case. 

3. Seat Work. 
Study the next lesson ; write the analysis of the first 
sentence, and the parsing of all the nouns used in 2:)redicate. 



Subject of the Last Lesson Continued* 

1. Exercise in Analysis and Parsing, 

EXAMPLES. 

1. Demosthenes was an orator. 

2. His son was a lawyer. 

3. John was an apostle. 

4. Bryant was a poet. 

5. That man is a sailor. 

6. My neighbor is a painter. 

7. Water is a liquid. 

8. The earth is a planet. 

9. Good people are always generous, 

10. That body of land is an island. 

11. This plant is a perennial. 

12. That dark building is a prison. 

MODEL FOR PARSING. 

Ex. — Demosthenes was an orator. 
Was is a verb, irreo-ular, copula, indicative mode, 
past tense, third person singular number, to agree with its 
subject JDemosthenes. 

2. Seat Work. 
Study the next lesson. AVrito the analysis of the first 
sentence, and the ])arsing of all the words in it. 



ASSUMING AND PREDICATING CLASS. 



119 



Class Assumed. 



1. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. Demosthenes the orator was remarkably eloquent. 

2. Booth the assassin shot Lincoln. 

3. Raphael the artist was very industrious. 

4. The sentinel stars set their watch in the sky. 

5. John the apostle was much beloved by his Lord. 

6. Bryant the poet is dead. 

7. At the dead of the night a sweet vision I saw. 

8. Sweetly the founts of that valley fall. 
• 9. Bright are the waters of Sing-su-hay. 

Note.— For models see nest lesson. 

2. Seat Work. 

Study the next lesson, and write four sentences that 
assume one class and predicate another. Write out the 
analysis of your first sentence, and the parsing of the 
nouns in all of them. 



Assuming One Class and Predicating Another. 

1. Instruction. 

Considering him with respect to his occupation, or 
business in life, I might say, "Mr. Jones is a lawyer;" 
but considering him in regard to his religious views, I 
might say, "Mr. Jones is a Baptist." By this we see 
that Mr. Jones might belong to two classes at the same 
time. If we wished to predicate that he belongs to both 
the classes noticed above, we would say, "Mr. Jones is a 
lawyer and a Baptist." 

If we w^ished to predicate that he belongs to one class, 
and assume that he belongs to another, we would say, 
"Mr. Jones, the lawyei', is a Baptist;" or "Mr. Jones, the 
Baptist, is a lawyer." 



j^Q ASSUMING AND PEEDI GATING CLASS. 



2. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. Arnold the traitor Avas false to his country. 

2. Simon the tanner dwelt by the sea. 

3._^ Teciunseh the "Prophet" %Yas a warrior. 

4. Saul the king was slain: 

5. Spencer the poet was a recluse. 

6. Luther the reformer exposed the errors of the Romish 
church. 

7. Bonaparte the Corsican commanded the armies of France. 

MODEL FOR AJS^ALYSIS. 

£x. — Paid the aj^ostle was a martyr. 

1. JPaul is the subject. 

2. Was marti/r is the jDredicate ; it predicates that 
Paul belonged to a class of men called martyrs. 

3. Martyr names one of that class, and 

4. Was shows that the thought is predicated. 

5. The apostle assumes that Paul belonged to a 
class of men called apostles. 

6. Apostle names one of that class, and the shows 
that some particular aj^ostle is meant. 

MODEL FOR PARSLN-G. 

Ex. — Sjyencer the iioet was a recluse. 
Poet is a noun, common, third person, singular num- 
ber, masculine gender ; it describes Spencer by naming 
one of a class to which he belonged. A noun so used is 
said to be in apposition with the noun it describes, and is 
therefore put in the same case. 

3. Seat Work. 
Study the next lesson ; write the analysis of sentences 
1 and 9, and the parsing of the words in sentences 4 and 8. 



GLASS CONTINUED. 



121 



Class. — Continued. 



1. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. The Indians were brave warriors. 

2. The Northmen were bold adventurers. 

3. Cactuses are hardy plants. 

4. Why are you so careless in your work ? 

5. The Spaniards are treacherous foes. 

6. Bonaparte was a successful general. 

7. That horse is a beautiful animal. 

8. Reprove not a scorner. 

9. Those houses with stone fronts are beautiful buildings. 

MODEL FOE, ANALYSIS. 

Ex. — The young Italians are excellent musicians. 

1. Italians is the subject. 

2. Are excellent* musiciaiis is the predicate ; 
it predicates that these Italians belong to a class of 
musicians called excellent. 

3. Mvisiciaiis names a class ; excellent describes 
the kind of musicians here meant, by assuming a quality 
of them ; and are shows that the thought is predicated. 

4. Young describes the Italians by telling their age, 
and the shows that some particular young Italians are 
meant. 

* Note. —Are musicians is the grammatical predicate, but does not ex- 
press the thought that is predicated; and so, in this instance, we give the log- 
ical predicate. A closer analysis may be drawn out from the following remarks:— 

We classify men, not only by their employments, but by the qualities they 
possess. M^hen we consider men in regard to their stature, we find that some 
are larger than most men are, and that others are smaller than the average. 
All men of great size are called large men, and those of less than the ordinary 
size, small men. 

The word men^ taken alone, means any men, or all men; but if we say 
large men, large assumes a quality of tlie men here meant, and shows that they 
belong to a class of men who are great in stature. 

If we speak of honest men, honest assumes a quality of the men, and 
shows that they belong to a class of men that are upright in their dealing. 

other things, as well as men, are classified by their qualities. We classify 



J 22 CLASS CONTINVED. 



Ex. — Booth ivas a good actor. 

1. Booth is the subject. 

2. Was a good actor is the predicate ; it predicates 
that Booth belonged to a class of actors called good. 



trees as tall trees, low trees, large trees, small trees, stately trees, scraggy 
trees, forest trees, fruit trees, ornamental trees, etc. One class of fruits is 
called apples, another pears, another peaches, etc. Apples are distinguished as 
sour apples, sweet apples, ripe apples, good apples, poor apples, mellow apples, 
tart apples, etc. 

Among days, we have long days, short days, hot days, cold days, fair days, 
rainy days, cloudy days, dry days, sultry days, autumn days, wintry days, etc. 

The word days., taken alone, means any days, or all days: but long days 
means a class of days that are remarkable for the quality of length. Long as- 
sumes the quality, and shows that the days here meant belong to the class that 
possesses this quality. All long days are said to belong to the same class because 
they are alike in this one thing,— they have a common quality. 

ILLUSTRATION. 

Ex.— My brothers are farmerf<. 

In this sentence we predicate that my brothers belong to a class of men 
called farmers; but there are different classes among farmers, and if we wish 
to show to which of these classes the brothers belong, we must have a word 
to denote that particular class. 

If I say, "My brothers are thrifty farmer^,'" farmers names a class of men, 
and thrifty, by assuming a quality of the farmers here meant, shows to what 
particular class of farmers thej" belong. 

The word farmers, taken alone, means any farmers, all farmers,— the en- 
tire class ; but the word thinfty assumes "a quality of the farmers here meant, 
and shows that they belong to the class that possess this quality. 

MODELS FOR ANALYSIS. 

Ex.— The young Italians are excellent musicians. 

1. Italians is the subject. 

2. Are excellent niiif^iciaus is the predicate; it predicates that these 
Italians belong to a certain class of musicians. 

3. iTIiisicians names a general class that includes the one to which these 
Italians belong. 

4. Excellent, by assuming a quality of the musicians here meant, shows 
to what particular class of musicians they belong. 

5. Are shows that the thought is predicated. 

Ex.— Gibson the old hunter was a noted guide. 

1. Tlie old hunter assumes that Gibson belonged to a certain class of 
hunters. 

2. Hunter names one of a general class. 

3. Old, by assuming a qiuUity of the hunter here meant, sliows to wl.at 
particular class of hunters he belonged. 



CLASS CONTINUED. j 2 •? 

3. Actor names one of a class ; good describes 
the kind of actor here meant, by assuming a quality of 
him ; and was shows that the thought is predicated. 

Siig:gestioii.— Those who prefer to do so can tell what the predicate does 
as a whole, without noticing the office of its separate words. 

2. Seat Work. 
Study the next lesson ; write the analysis of the first 
four sentences, and the parsing of the predicate-nouns in 
the remaining sentences. 



Class. — Continued, 



1. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. The Cabots were successful discoverers. 

2. The lark is a sweet singer. 

3. Cortez was a cruel invader. 

4. The Richardsons are good neighbors. 

5. The Scandinavians are hardy mariners. 

6. Keep thy father's commandment. 

7. He was, assuredly, an excellent solicitor. 

8. With the neighboring gentry, however, he v/as no favorite. 

9. Hang a lantern aloft in the belfry arch of the North 
Church tower. 

10. Our uncle, innocent of books. 

Was rich in lore of fields and brooks. 

— Whit tier. 

11. The mellow light of sunset shone sweetly on the wood- 
girt town. 

12. And above, in the light 
Of the star-lit night. 

Swift birds of passage wing their flight 
Through the dewy atmosphere. 

—Longfellow^ p. 131. 

2. Seat Work. 
Study the next lesson ; write the analysis of sentences- 
7 and 8, and the parsing of the words in sentence 7. 



124 



CLASS CONTINUED. 



J^%^^0}1 100 

Class. — Continued. 



1. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. Milton the great poet -vvas a devout man. 

2. "Wednesday was a stormy day. 

3. The Reformers were earnest Christians. 

4. Newton was a great mathematician. 

5. These substances are pure metals. 

6. The orange is a delicious fruit. 

7. lagoo, the great boaster, was a marvelous story-teller. 

8. Keep your mind upon worthy subjects. 

9. Why were you tardy 1 

10. Wake the song of jubilee. 

11. Beside the river's tranquil flood 

The dark and low-walled dwelling stood. 

12. The skirts of a heavy thunder- cloud hung over the 
western hill. 

MODEL FOR ANALYSIS. 

Ex. — Gibson, the old hunter, was a noted guide. 

1. Gibson is the subject. 

2. Was a noted guide is the predicate ; it predicates 
that Gibson belonged to a class of men called noted 
guides, etc. 

3. The old hunter describes Gibson by assuming 
that he belonged to a certain class of men ; hunter naines . 
one of a class, and old describes the kind of hunter here 
meant by assuming a quality. 

Remark. — This sentence predicates that Gibson be- 
longed to one class, and assumes that he belonged to 
another. 

2. Seat Work. 

Select or compose seven sentences like the one given 
in the model above ; write the analysis of the first one, 
the parsing of the nouns in the second, and the parsing 
of the verbs in the others. 



CLASS CONTINUED. 



125 



I<3^ggOK 101. 

Class. — Continued. 

1. Exercise in Analysis and Parsing. 

EXAMPLSS. 

1. Miles Stanclish, the Puritan captain, was a little man. 

2. Nauhaught, the Indian deacon, was a poor man. 

3. A hearty man was Benedict, the wealthy farmer of Grand 
Pre'. 

4. The landlady's son, a tall viking, went with us. 

5. Dr. Franklin, the great philosopher, was the son of a 
poor man. 

6. Fear not the icy fingers of Death. 

7. Why is seven a perfect number? 

8. Alden, the taciturn stripling, was a fair-haired Anglo- 
Saxon. 

Remabks. — In sentence 1, Miles Standish may be 
parsed as one word. Puritan is a noun, com., 3d., sing., 
masc; used here as an adjective. It describes the captain 
by naming the religious sect to which he belonged. It 
takes the capital initial, not because it is a proper noun, 
but because it is ^ the name of a sect. It cannot be a 
proper noun ; for it may be applied to any one of a large 
class. 

Puritan is sometimes wholly an adjective, as when 
we speak of Puritan principles ; or it may be wholly a 
noun, as when we say a man is a Puritan. 

In sentence 2, Indian is a common noun, and used in 
very much the same way as Puritan in the sentence above. 
It takes the capital initial because it is derived from the 
proper noun India. 

Viking means a pirate chiefs' but this young man is 
probably called a viking on account of his commanding 
appearance. He looks as though he might be strong and 
courageous enough for a viking. 



126 



ASSUJflSG AXB FREBICATING IDENTITY. 



Ill sentence 6, Death is represented as being a per- 
son. He is said to have icy fingers, because when people 
•die, their fingers become very cold. 

Fair-haired is one word — an adjective. 

Note.— These remarks are meant especially for those who study without a 
teacher. 

2. Seat Work. 

Study the next lesson ; write the parsing of all the 

nouns used to show identity, and the analysis of sentences 

3 and 6. 



I<s;^^0>[ 10^. 

Assuming and Predicating Identity. 

1. Instruction. 

1. Thai tall man is Abraham Lincoln. 

2. IsraeVs tvisest king teas Solomon. 

3. The hoy Henry fell into the sea. 

4. The brig Rover ivas sunk. 

5. That icise king, Solomon, built the temple. 

In sentence 1, the subject names one of a class, and 
the predicate indentifies him by giving his mdividual name. 

In sentence 2, IsraeVs wisest king names and describes 
one of a class, and was Solomon predicates his identity. 

In sentence 3, the subject, hoy, names one of a class, 
and Henry, liis individual name, assumes his identity. 

In the fourth sentence, brig names one of a class of 
vessels, and Rover names the j^articular one here meant. 

In the fifth sentence, wise king names and describes 
one of a class; and Solomon, his proper name, indentifies 
the loise king here meant. 

Note.— When we wish to make the person or thing more prominent, we 
put tin; individual-name for the subject, and the class-name in the predicate; as,— 
Benedict Arnold was a most noted traitor. 
But when we wish to make the class more prominent, we put the class- 
name for subject, and the individual name in tht' predicate: as,— 
This noted traitor was Benedict Arnold. 



I 



ASSUMING AND PREDICATING IDENTITY. j27 



Just so it is in assuming the same thought. Corresponding with the first 
sentence above, we have,— 

Benedict Arnold, a most noted traitor, etc. 

Corresponding to the second sentence, we have,— 

That most noted traitor, Benedict Arnold, etc. 

So, too, in briefer form we have,— 

1. Arnold the traitor. 

2. The traitor Arnold. 

In sentences 3 and 4, the words Henry and Hover 
are so closely connected in sense with the words just before 
them that it is not proper to set them off by any mark of 
punctuation ; but in sentence 5, the word Solomon is not 
so closely connected with the word before it. We would 
Ibe almost certain that Solomon was the king meant, if the 
word Solomon were left out ; but to remove all doubt, we 
insert the word by way of explanation, putting a comma 
before it and another after it, and thus separating it from 
other parts of the sentence. This is what we call "setting 
off" a word by the comma. 

Notice, with regard to punctuation, the appositional 
nouns and phrases in preceding lessons. 

Note. — A noun in apposition, taken together with the words which belong 
to it, may, for convenience, be called an appositional plirase. 

2. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. The schooner Melrose was wrecked. 

2. The orator Webster was a great man. 

3. The poet Wordsworth possessed a noble spirit. 

4. The river Ganges is worshiped by the Hindoos. 

5. The emperor Augustus was a patron of the fine arts. 

6. The old man in the white-skin wrapper was Peboan, the 
•winter. 

MODELS FOB, ANALYSIS. 

Ex. — The brig Rover was sunk. 

1. Brig is the subject; it names one of a class of 
Tessels. 

2. Was sunk is the predicate. 



121 



CLASS COXTIXUED. 



3. Rover identities tlie brig here rneantj by giving 
its indiA'idual name. 

Ex. — That tall man is Lincoln. 

1. 3Iail is the subject; it names one of a class. 

2. Is Lincoln is the predicate ; it predicates the 
identity of the man here meant. 

MODEL FOE, PAESIXG. 

In the first sentence above, Hover is a noun, pr., 3d, 
sing., neu. ; it identifies the brig here meant by giving its 
individual name. A noun so used is said to be in appo- 
sition with the noun it identifies, and is therefore put in 
the same case. 

3. Seat Work. 

Study the next lesson. "Write the analysis of the first 
two sentences, and the parsing of the nouns and verbs in 
the next four. 



I<i;^SO>[ 103 

Class. — Continued. 



1. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. The apostle John was particularly beloved by his ]!r;ister. 

2. His father-in-law Jethro came unto him. 

3. Milton, the author of Paradise Lost, was a noble man. 

4. The emperor Antoninus wrote an excellent work on morals. 

5. Pau-Puk-Keewis, the handsome Indian, was a gambler. 

6. Alph, the sacred river, ran through caverns measureless, 
down to a sunless sea. 

7. That youthful stranger at the door is Segwun, the spring- 
time. 

2. Seat Work. 

Select all kinds of examples assuming and predicating 
class. 



PROMISCUOUS EXAMPLES. j ^Q 



i<^^goX 104. 

Promiscuous Examples. 

1. Exercise. 
Analyze and parse, and explain punctuation and figures. 

1. Round their necks were suspended their knives, in scab- 
bards of wampum. 

2. Then Evangeline lighted the brazen lamp on the table. 

3. Meanwhile the stalwart Miles Standish was marching 
steadily northward along the trend of the sea-shore. 

4. After a three days' march he came to an Indian encamp- 
ment. 

5. Then the Black-Robe chief, the prophet, told his message 
to the people. 

6. They hung on the headstones garlands of autumn leaves, 
and evergreens from the forests. 

2. Seat Work. 
Study the next lesson, and review on the verb. 



I<I^^^O>f log. 

Promiscuous Examples.— Continued. 

1. Exercise. 

Analyze, etc., — 

1. In the infinite meadows of heaven, blossomed the lovely 
stars, the forget-me-nots of the angels. 

2. Soon with a soundless step the foot of Evangeline followed, 

3. Art thou afraid 1 

4. Gather the host together for battle. 

5. Take thou this holy sword, a gift from God. 

6 The morning sun is shining on their shields of gold. 

7. Send before us a good angel. 

8. A flush of shame 
Over the face of the leader came. 

9. Silently over that house the blessing of slumber descended. 

2. Seat Work. 
Study the next lesson. 



I30 -^^"^ 



I^I^BHOK 106. 

Review. 

Direction.— Give examples of everything brought out in the ques4;ions. 

Questions and Requirements. 

1. What is a common noun ? A proper noun ? A 
collectiA^e noun ? An abstract noun ? 

2. What classes of common nouns take the capital 
initial ? 

3. Write the following words and expressions cor- 
rectly : — 

Examples. — The cape of good hope,. Columbia river, alps 
mountains. Smiths' sound, the bay of biscay, Washington city, 
the great city of london, Washington was a federalist, mr. bailey, 
the Missionary to south africa, the methodist minister, tuesday, 
nov. 5th, autumn. 

4. How do most nouns form their plnral ? 

5. How do we form the plnral of nouns whose final 
sound will not unite with the sound of sP 

G. What nouns belong to this class ? 
V. What nouns form their plural by adding cs with- 
out increasing the number of their syllables ? 

8. How do nouns ending in y form their j^lural ? 

9. How should we form the plural of nouns ending 
in f? Of nouns ending in fe f 

10. How do qualifying adjectives limit nouns ? 

11. How do limiting adjectives differ from qualifying 
adjectives ? 

12. Give examples of limiting adjectives that show 
what or which ones are meant. 

13. Give examples of limiting adjectives that show 
indefinitely hov) many are meant. 

14. Give examples of adjectives that tell <r^6/7??7Vf/y how 
many. 



BE TIE W CON TIN UED. j ^ j 

15. What pronouns may be used to represent the 
speaker ? 

16. Which of these may be used as subject? Which 
as object ? 

IV. Which of them may be used to denote ownership, 
origin, etc.? 

18. What four pronouns may be used to represent the 
speaker and those associated with him ? 

19. How must each of them be used ? 

20. What pronouns may be used to represent the per- 
son or persons spoken to ? 

21. How is each of them employed ? 

22. What pronouns may be employed in speaking of a 
person of the male sex ? 

23. In speaking of a person of the female sex ? 

24. In speaking of something that has no sex ? 

25. What four pronouns are used in speaking of things 
without regard to sex ? 

26. How must each be used ? 

27. Give examples of the incorrect use of pronouns. 



i<i{^^o>[ lo^ 

Review.— Continued. 

Direction.— Illustrate by examples^ as in the last lesson. 
1. duestions and Requirements. 

1. In what four ways are adverbial phrases used? 

2. For what different purposes are nouns in the pos- 
sessive case used ? 

3. Tell some of the different uses of adjective phrases. 

4. How do singular nouns form the possessive case ? 
Plural nouns ? 

5. When is a verb called a copula ? 

6. When is it said to be intransitive ? 



^ ^ ^ REVIEW CON TIN UED . 



1, When is it transitive ? 

8. When is a transitive verb in the active voice ? 

9. When is it in the passive voice ? 

10. When is a verb said to be regular ? 

11. Give examples of irregular verbs. 

12. Give examples of verbs in the unjjej'ative mode. In 
the indicative mode. 

13. Give exam^iles of interrogative sentences. 

14. Give examples of verbs in the present tense. In 
the past tense. 

15. Make a sentence with the verb in the present 
tense, third person singular number. 

16. One with the verb in the third person plural num- 
ber. First person singular number. First person plural 
numb'er. Second person singular. Second person plural. 

17. Change these verbs to the past tense. 

18. How does the verb be differ in person and num- 
ber from other verbs ? 

19. Show this difference by examples. 

20. Predicate that a person or object belongs to a class 
of persons or things. 

21. Express the same thought without predicating it. 

22. Parse, in each sentence, the noun that names the 
class. 

23. Predicate identity. Assume identity. 

24. Ass-ume one class and predicate another in the 
same sentence. 

25. Analyze the sentence thus formed. 

2. Seat Work. 
Study next lesson, and write the analysis of the last 
three sentences. 



ACTION ASSUMED. 



133 



Action Assumed. 

1. Instruction. 

1. Beautiful insects dancing in the air. 

2. Bright flowers growing by the imyside. 

3. Walking by the beach, I saiv a huge sea-lion, playing in the 
ivater. 

The first group of words above is not a sentence ; for 
although it names objects, it does not predicate anything 
of tliem. 

Dancing denotes an action, but we do not sa}^ that 
the insects are dancing. We mention the action inciden- 
tally^ as though it were not the chief thought which we 
wish to express. The action is not predicated, but merely 
assumed. 

In the second group, groioing assumes an action of the 
flowers. 

The third example is a sentence ; it predicates one 
action, and assumes two others. 

Saio predicates an action of the speaker, and wcdking 
assumes an action of the same person. 

Sea-lion names what I saw. 

Playing assumes an action of the sea-lion. 

A word that merely assumes an action, but does not 
predicate it, is called a Participle. 

2. Exercises. 
(a.) Write ten sentences in which action is assumed. 
( h.) Analj^ze the following sentences : — 

1. Trusting in his own strength, he failed. 
.2, The stream flowing from that lake empties into the bay 
near the old fort. 

3. That tall man standing by the wheel is the captain of the 

vessel. 



j^. PARTICIPLES, PRESEXT ACTIVE. 

4. Those fleecy clouds, sailing slowly through the sky, are 
lovely. 

5. Going to the blazing fire, she held out her hand. 

6. He hears the tread of the grenadiers, marching down to 
their boats on the shore. 

7. Thus came the lovely sprihg, flooding the earth with 
flowers. 

MODEL FOE, ANALYSIS. 

Ex. — Rapidly crossing the stream, the spy plunged into the forest. 

1. Crossing' the stream describes the spy by 
assuming an action of him. 

2. Crossing denotes the action. 

3. The stream tells what he crossed. 

3. Seat Work. 
When no seat work is giTen, it is always understood 
that the next lesson is to be studied ; and the teacher 
may give such written exercises as seem best suited to the 
Avants of the class. 



i<i{^go;fi 109. 

Participles, Present Active. 

1 . Instruction. 

A participle is present when it represents the act as 
taking place at the time denoted by the predicate, whether 
that time be past, present, or future. 

A participle is active when the thing described by it 
performs the action. 

2. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. Hearing a sharp cry from the thicket, I stopped my horse. 

2. Following the stream, we soon came to a beautiful 
waterfall. 

3. Coming suddenly upon a trapper's hut, we uttered a cry 
of joy. 



PUNCTUATION OF PARTICIPIAL PHRASES. 



135 



4. Our lives are rivers, gliding to that boundless sea, the 
silent grave. 

5. Leaving there his offering, he turned his feet toward his 
long-deserted home. 

6. Across the ocean came a gallant bark, bearing a precious 
cargo. 

7. He sat down by his sunny doorway, murmuring there 
unto himself. 

MODELS FOR PAUSING. 

Sente)we 6. 

Bearing is a participle, present active, transitive, 
added to the noun bat^k to denote an assumed action per- 
formed by the bark. 

Cargo is a noun, com., 3d, sing., neu.; object of the 
participle bearing, and therefore put in the objective case. 

Remark. — In sentence 7, himself is a pronoun, object 
of the preposition unto. Self is added to him merely for 
emphasis. Such pronouns have the same form • whether 
used as subject or object, and should never be used in the 
possessive case. 

3. Seat Work. 

Study the next lesson ; write the analysis of the first 
two examples, and the parsing of the participles in all the 
others. 



I^i^ggOK 110. 

Pimctiiatioii of Pfirticipial Phrases. 

1. Instruction. 

The participle is usually accompanied by other words, 
that tell lohat receives the action, or hoio, ichy, when., or 
icihere the action was performed, thus forming a groujy 
called a participial phrase. 

In the first example below, fearing an attack is a par- 
ticipial phrase. 

Point out the participial phrases in the other examples 



PASSIVE PARTICIPLES. 



of this lesson, and in the examples of the two preceding 
lessons. 

The participial phrase is commonly set off by the 
comma ; but sometimes it is used to tell v:hat one or 
which one, as it does in sentences 4 and 5 of this lesson. 
The phrase is then said to be restrictive, and should 
oiot be set off. 

In sentence 4, 'ichich man is the emperor ? In sen- 
tence 5, lohich lady is the governor's wife ? Notice that 
in each case the ^participial phrase ansvrers the question. 
But in sentences 1, "2, 3, no such question can be an- 
swered by the participial phrase. 

2. Exercise in Analysis and Parsing. 

EXAMPLES. 

1. Fearing an attack, the general set a double guard. 

2. Fording the stream, we Avere soon threading our way 
tlirough the winding ravines leading up the mountain's side. 

3. My friend, losing his Avay, spent the night in the forest. 

4. That man looking through an opera-glass is the Emperor 
of Brazil. 

5. That lady standing by the window is the governor's wife. 

6. From liis wigwam he departed, leading Laughing Water 
with liim. 

3. Seat Work. 

TVrite five sentences each containing a participial 
j^hrase that is restrictive, and five other sentences each 
contaming a participial phrase that is not restrictive. 



J^tMO]^ 111. 

Passive Participles. 

1. Instruction and Exercise. 
A participle is i)assive when the tiling described by 
it receives the action. 

EXAMPLES. 

1. Smiling Nature is seen, clad in garments green. 

2. A net made of thongs was used bv the natives. 



PASSIVE PARTICIPLES. j ^^ 

3. The captives taken by the savages were tortured. 

4. Walking through the camp at daybreak, I met a spy in 
disguise. 

5. Guarded by thy protection, we sink to rest. 

.6. He looked down on the sunlight flowing over all the 
landscape. 

7. The fruit raised in that region is exported to many 
countries. 

8. Bearing the body to a thick grove of cedars, she covered 
it with dry leaves. 

MODEL FOE, ANALYSIS. 

jEx. — Grain sown in sjyring is harvested in autur^m. 

1. Grain is the subject. 

2. Is harvested is the j^i'edicate ; it predicates action 
received by the subject. 

3. SoT\ai ill spring describes the grain by assum- 
ing that it receives an action. 

4. Sown denotes the action, and in spring tells 
when it vas performed. 

5. In autumn tells when the grain was harvested. 

MODELS FOR PARSLNG. 

Sown is a participle, past passive, added to the noun 
grain to denote an assumed action received by the grain. 

Sentence 5. 
Guarded is a participle, present passive, added to 
the pronoun we to denote an assumed action received by 
the speaker and those associated with him. 

Remark. — In sentence 5, rest is a noun, object of the 
preposition to. 

2, Seat Work. 

Write the parsing of all the participles in the next 
lesson. 



138 



PARTICIPLES COXTIXUED. 



Participles. — Continued. 

1. Exercise in Analysis and Parsing. 

Sugg-estions. — From this point onward, let it be understood that, unless 
special directions are given, the Examples in every lesson are to be— 

1. Corrected, if any errors can be found. 

2. Analyzed with special reference to the thought. 

3. Explained with regard to punctuation and the use of capital letters. 

4. Explained in regard to the origin and meaning of the figures, if any 
occur. 

5. Parsed, so far as may be necessary in order to keep up complete famil- 
iarity with the parsing of words in all conditions and relations. 

EXAMPLES. 

1. The cottage he sees, embowered upon the banks of Tees. 

2. Patiently sat Hiawatha, listening to his father's boasting, 

3. A fragment of rock, torn from the brow of the cliff, was 
precipitated into the abyss below. 

4. At the doorway of his Avigwam sat the ancient arrow- 
maker, making arrow-heads of jasper. 

5. Sat his daughter. Laughing Water, plaiting mats of rushes. 

6. A carriage drawn by eight horses was overturned near 
the bridge. 

7. Far away in the briny ocean 

There rolled a turbulent wave, 
Now singing along the sea-beach, 
Now howling along the cave. 

—Longfellow. 

Remarks. — In sentence 3, heloio is an adjective, 
added to abyss to show its condition in regard to place. 
It takes the place of the adjective phrase beloio us, or 
beloio the brow of the cliff, and means the same as the 
adjective clause, which was beloio, etc. 

In sentence 7, the word there is nsed merely to give 
smoothness to the expression, and is sometimes called a 
word of euphony. Some call it an expletive, since it 
performs no part in expressing the thought, and is there- 
fore DOt really needed. 



PARTICIPLES CONTINUED. ^ ^q 

The two words far aioay seem to be used together to 

tell where the wave rolled, and niay be parsed as an 

adverb. 

2. Seat Work. 

Write the analysis of the first sentence in the next 

lesson, and the parsing of all the words in the second 

sentence. 



i<i^^^o:K 113- 

Participles. — Continued. 

1. Examples. 

1. In her wigwam, Laughing Water sat with old Nokomis, 
waiting for the steps of Hiawatha homeward from the hunt re- 
turning. 

2. So saying, he walked away, followed by Walter. 

3. The ground-pine curled its ^oretty wreath, running over 
the club-moss burs. 

4. Silently he laid his hand on the head of the maiden, rais- 
ing his tearful eyes to the silent stars above them. 

5. The brooklet came from the mountain, running with feet 
of silver over the sands of gold. 

Remarks. — Sentence 5 contains some beautiful figures. 
As animals run with feet, so the brook is said to run with 
feet. The feet are said to be silver, because the water, as 
it runs over pebbles in shallow places, looks white and 
glistening, in the sunlight, like polished silver. 

The sands are said to be gold, because they are yellow 
and shining like gold. 

So we sometimes give to one thing the name of 
another when they are strikingly alike in some one quality 
which we wish to make prominent. 

When we wish to call particular attention to some 
quality of a thing, we give to it the name of something 
else that is remarkable for that quality. This is what is 
called a figure of metaphor. 



jAQ PARTICIPLES CONTINUED. 



2. Seat Work. 

Whether mentioned or not, the seat work of each day 
should inckide the careful study of the next lesson. In 
studying the lesson, each sentence should be analyzed and 
each word parsed, at least once, and the difficult parts 
should be studied until they are entirely familiar. 



I^S^^gOX 114. 

Participles. — Continued, 

1. Examples. 

1. In the pastures decked with flowers, lambs are frisking 
everywhere. 

2. The skeleton found near my house was exhibited at the 
museum. 

3. Leaving the military in the lobby, Cromwell entered the 
House. 

4. He is standing on the ocean-beach, watching the crested 
billows. 

5. The broad valley, stretching away toward the sea, was 
dotted with beautiful villages. 

6. A strange fish caught in the China Sea was exhibited in 
Boston. 

7. Words spoken in jest are often taken in earnest, 

Reimarks. — In sentence 3, House means the room 
where Parliament meets; the ZoZ'^y is a waiting-room; the 
onilitary means the soldiers. 

In sentence 5, stretcJiing means the same as extend- 
ing, or spreading. 

2. Seat Work. 

Write the analysis of tlie first sentence, and the pars- 
inG[ of all the words in the second. 



PARTICIPLES CONTINUED. j.j 



l<i{^^0>[ 115. 

Participles. — Cou tinned, 

1 . Examples. 

1. Noiselessly throwing the oars from the canoe, she quickly 
swung it round into the rapidly rolling current. 

2. The dress worn by the president's wife was made in 
France. 

3. The young chief, seeing the peril of his situation, leaped 
from the bark. 

4. The region traversed by that mighty stream is very pro- 
ductive. 

5. Following time down through its various windings, we 
are led from the death of Cain to the flood. 

6. The precepts contained in that Holy Book were given by 
the Creator of the universe. 

Remauks. — We have seen that participles describe 
things by assuming actio7i of them just as adjectives do 
by assuming quality or condition. On the other hand, 
participles denote action just like verbs, and would be 
verbs if they had the power to predicate the action which 
they denote. 

Now it is because these words participate in the nature 
of both the verb and the adjective that they are called 
participles. 

When the participle is used just before the noun which 
it limits, its adjective nature greatly predominates, and we 
almost lose sight of the action denoted by it. It is then 
called a participial adjective. The first sentence of 
this lesson affords an example of a participial adjective. 

In sentence 3, pe^nl names a condition of danger. 
Situation nafmes that to which the peril pertained. 

In sentence 5, time is compared to a stream. 

2. Seat Work. 
Write a composition. 



^^2 ACTIONS AND QUALITIES NAMED. 



l<% 



^^oK 116. 

Actions and Qualities Named. 

1 . Instruction. 

1. TValhing is a healthful exercise. 

2. Nathan ivas condemned for stealing. 

3. Gentleness is becoming. 

In the first sentence above, we jDredicate something of 
the act of walking ; and the word icalki7ig names that 
action. 

In the second sentence, stealing names the action for 
which Nathan was condemned, and /or shows the relation 
of the act of stealing to the act of being condemned. 

In the third sentence, we predicate something of the 

quality called gentleness ; and the word gentleness names 

the quality. 

2. Exercises. 

(«.) Name the actions and qualities denoted by the 
following words : — 

Examples. — Walk, think, write, talk, select, array, destroy, 
fulfill, rapid, sublime, weak, timid, accomplish, great, grand, true, 
strong, high, delicate, mighty. 

Participles used to name actions are called par- 
ticipial nouns. 

{b.) Analyze- and j^arse the following — - 

EXAMPLES. 

1. Wisdom is the principal thing. 

2. The sighing of the wind among the branches makes 
Tiiournful music. 

3. Arnold is despised for betraying his country. 
4 We heard the roaring of the cataract. 

5. Bonaparte was noted for his indomitable perseverance. 

6. They dropped their lines in the lazy tide, 

Drawing up haddock and mottled cod. 

— Whitticr. 

7. All the woodland's voices meet. 
Mingled with its murmurs sweet. 



PARTICIPIAL AND ABSTRACT NOUNS. j .^ 



MODELS FOE, PARSING. 

Sentence 1. 
Wisdom. — N., com., abstract, 3d, s., n.; subject of 
the sentence, and therefore put in the nominative case. 

Sentence 2. 
Sighing. — K, com., participial, 3d, s., n.; subject o^- 
the sentence, and therefore put in the nominative case. 

Sentence 3. 
Betraying. — K., com., participial, 3d, s., n.; object of 
the preposition for, and therefore put in the objective case. 

Country. — IST., com., 3d, s., n.; object of the action 
expressed by the participial noun betraying, and therefore 
put in the objective case. 

Sentence J^. 

Roaring. — N., com., participial, 3d, s., n.; object of 
the action denoted by the verb heard, and therefore put in 
the objective case. 

3. Seat Work. 

Write five sentences, each containing a loarticiioial 
noun; and five, each containing an abstract noun. 



Participial and Abstract Nouns. 

1. Examples. 

1. Earnestness always gives promise of success. 

2. Barnstable well understood the captain's reason for adopt- 
ing this course. 

3. Goodness is necessary to true greatness, 

4. Eating too often is injurious to health. 

5. Writing letters employs his leisure hours. 

6. He employs his leisure hours in writing letters. 



lAd. PARTICIPIAL NOUNS CONTINUED. 

7. The rivalry between Eclom and Israel began with Esau 
and Jacob, the ancestral founders of the two nations. 

8. And then in a twinkling I heard on the roof 
The prancing and pawing of each little hoof. 

2. Seat Work. 
Write the parsing of the verbs and participial nouns 
in the next lesson. 



i<s^^^oK ii§. 

Participial and Abstract Nouns.— Continued. 

1. Examples. 

1. My friend is engaged in collecting botanical specimens. 

2. A net made of thongs was entployed in capturing game. 

3. Was it the wind above the smoke-flue, muttering down 
into the wigwam ? 

4. Kindly caring for the sick is a noble work. 

5. The sudden sinking of the mercury betokened a storm. 

6. Hastening to the window, I was startled at the approach 
of twenty armed men, bearing a litter with a crimson cloth spread 
over it. 

7. Turning to my friend, I chided him for deceiving me. 

2. Seat Work. 
Write the analysis of sentence 6 in the next lesson, 
and the parsing of all the participles and participial nouns. 



I<-^^SOX 119. 

Participial and Abstract Nouns.— Continued. 

1. Examples. 

1. Goodness is a virtue. 

2. Singing in the open air expands the lungs. 

3. Why are you so careless in studying these lessons? 

^ 4. Suddenly comes the darkness down, with hardly a pause 
in its couiiuiir. 



SECOND FORM OF NAMING ACTION. 



145 



5. Her courage arrested the king's fury. 

6. Supporting his rude civilization by hunting, the Red Man 
waited for the coming of the pale-faced races. 

7. He looked up from his writing. 

8. Jerusalem, the city of the great king, is glorious for 
situation. 

2. Seat Work. 

Write seven sentences each containing a participial 
noun that has an object. 



Participial and Abstract Nouns.— Continued. 

1. Examples. 

1. The beauty of holiness rests over it, softening his features. 

2. The Captain continued his reading. 

3. I wait with a thrill in every vein 

For ' the coming of the hurricane. 

4. I hear the rushing of the blast. 

5. He felt the breath of the morning breeze, blowing over 
the meadows brown. 

6. Turning southward, and galloping over a narrow plain 
encircled by hills, we soon came in sight of Bethlehem. 

7. He heard the barking of the farmer's dog. 

8. You are an excellent scholar, having skill in the turning 
of phrases. 

9. Through each branch-enwoven skylight, 

Speaks He in the breeze. 

2. Seat Work. 
Write the parsing of all the verbal nouns in the next 
lesson. 



Second Form of Naming Action. 

1. Instruction. 
In the preceding lessons, the names of actions all end 
in ing ; but names of actions frequently take another form. 
We may say, ^^ Singing is pleasant," or "lb sing is pleas- 
ant." The latter form is called the infinitive. When 

10 



146 



SECONl^ FORM OF NAMING ACTION. 



the infinitive is used to name an action, it is called a 
verbal noun. The participial noun is also a verbal 
noun. 

A verbal noun is a participle or infinitive used to name 
an action. 

1. Skating by moonliglit is enchanting. 

2. To skate by moonlight is enchanting. 

3. It is enchanting to skate by moonlight. 

These sentences all express the same thought. In the 
first, the participial form of the verbal noun is used as 
the subject ; in the second, the infinitive form is used in 
the same way, and with the same meaning. In the third 
sentence, the pronoun it is made the subject, and the ver- 
bal noun is put in apposition, to explain what is meant by it. 

2. Examples. 

1. To forgive is divine. 

2. To err is human. 

3. It is human to err. 

4. It is wrong to excite false hopes. 

5. To do good is a privilege. 

6. It is natural to shrink from danger. 

7. It grieves me much to see this quarrel. 

8. Use your knowledge by gratuitously instructing some 
humble friend. 

9. It is not wise to spend too much time in amusement. 

MODELS FOE, PARSING. 

Sentence 2. 
To err is a noun, com., verbal, infinitive form, 3d, 
sing., neu.; subject of the sentence, and therefore put in 
the nominative case. 

Sentence 3. 
To err is a noun, com., verbal, infinitive form, 3d, 
sing., neu. ; used to explain what is meant by it, and there- 
fore put in the same case. 

3. Seat Work. 

• Write seven sentences each containing an infinitive 
verbal noun and a noun in apposition. 



VERBAL NOUNS. j.y 



Yerbal Nouns. 

1. Examples. 

1. It is our duty to love our enemies. 

2. To write under such circumstances is discouraging. 

3. Always to give vent to our feelings is ruinous to happiness. 
4 It is wrong to cherish hatred. 

5. Sings the blackened log a tune, 
Learned in some forgotten June 
From a school-boy at his play. 
'6. To make new discoveries was the universal passion. 

7. The prophets accused the Edomites of cherishing toward 
their brethren the Israelites a perpetual hatred, and of rejoicing 
in their calamity. 

8. To die in such a cause is glorious, 

9. The employment of some poor mortals is to cultivate a 
".bad temper. 

2. Seat Work. 
Study the next lesson. 



Review. 

1. Questions and Requirements. 

1. What do we call a word that denotes action and 
predicates it ? 

2. What do we call a word that assumes action, but 
has no power to predicate it ? 

3. Give sentences containing both these kinds of 
^w^ords. 

4. When is a participle said to be present ? 

5. When is it said to be past ? 

6. When is it said to be active ? 
*1. When is it passive ? 



148 



REVIEW. 



8. Give five sentences containing present active par- 
ticiples. 

9. Give five sentences containing present passive par- 
ticiples. 

10. Give a sentence containing a past passive par- 
ticiple. 

• 11. Participles commonly participate in the natm*e of 
what two parts of speech ? 

12. How is a participle like an adjective ? 

13. How is it like a verb ? 

14. Give a sentence containing a participle that par- 
ticipates in the nature of a verb and a noun. 

15. What are such participles called ? 

16. Make sentences that shall contain the words loalk- 
ing, parsing, writing, used as participial nouns. 

17. Give sentences in which the same words shall be 
used as ordinary participles ; that is, to limit nouns. 

18. Give sentences each containing a transitive participle 
and its object. 

19. Give sentences each containing a participial noun 
and its object. 

20. Parse the noun and its object. 

21. Select or make sentences each containing a phrase 
that has a transitive participial noun for the object of its 
preposition. 

22. Parse the preposition, the participial noun, and its 
object. 

23. What two kinds of verbal nouns are there ? 

24. Show how a participial verbal noun may be changed 
to an infinitive verbal novM. 

25. Give ' sentences that have a participial verbal noun 
for subject. 

26. Sb change these sentences that the infinitive verbal 
noun shall be in apposition with the subject. 

27. What are abstract nouns ? 

28. Give examples. 



COORDINATE WORDS. ^ j.q 



2. Seat Work. 

Write a composition telling what you have learned 
about participles, abstract nouns, and verbal nouns. 



Coordinate Words. 

1. Instruction. 

1. Charles is a musician, 

2. Joseph is a musician. 

In the examples above, the same thing is predicated 
of two different persons ; so the predicates in the two 
sentences are just alike. 

Now we may express both these thoughts in one sen- 
tence, by putting the subjects one after the other with and 
between them, and using the predicate only once. Thus : — 

Charles and Joseph are musicians. 

In what person and number is the subject of each 
sentence as given at first ? 

How many separate subjects has the sentence that we 
have formed by uniting the first two into one ? 

Of how many persons are we talking in this last sen- 
tence ? 

What pronoun might be i3ut in place of these subjects ? 

So we see that two subjects taken together are the 
same as a plural subject, and must be represented by a pro- 
noun in the plural number. Since this is so, we change 
is to are when we combine the two sentences into one. 

In what person and number is is 9 

In what person and number is are f 

Why do we drop the word a in combining the sen- 
tences ? 

In the sentence, Charles and Joseph are musicians, 



j5o COORLiyATE WORDS. 

the subjects are equal in rank. The same thought is pred- 
icated of both. They have the same relation to the pred- 
icate; it is their common property, for it belongs to one 
as much as to the other. So these subjects, and all other 
words used in a similar way, are said to be coordinate. 

Two coordinate words make a couplet, and three 
or more make a series. 

Tlie word and placed between the terms of a couplet 
or series shows that the terms are courd incite., and is there- 
fore called a coordinate conjunction, that is, 2i joiner 
of terms that are of the same order, and in the same 
office. 

2. Exercises, 
(a.) Make seven sentences each having two subjects^ 
( h.) Combine the following sentences into one, suppos- 
ing the young women to be sisters. 

1. Constance is traveling in Europe with her father. 

2. Gertrude is traveling in Europe with her father. 

3. Eleanor is traveling in Europe with her father. 

(c.) Separate the following sentences into others that 
will express the same thoughts, and yet have but one sub- 
ject each. 

1. Chaucer, Spenser, Shakspsare, and Milton were eminent 
English poets. 

2. Europe, Asia, and Africa are the grand divisions of the 
eastern continent. 

3. Fruits, grains, and grasses are produced in abundance^ 

{(L) Analyze the following — 

EXAMPLES. 

1. France and England are rival nations. 

2. Russia, Prussia, Sweden, and Denmark border on the 
Baltic Sea. 

3. Peter and James and John went up with Christ into the 
Mount of Transfiguration. 

4. Cool shades and dews refresh my lonely way. 



COORDINATE CONJUNCTIONS. 



i5i 



MODEL FOR ANALYSIS, 

l^x. — Mountain and moor ivere buried in snoiv. 

1. Mountain and moor are the subjects. 

2. Were buried is the predicate. 

3. And shows that mountain and moor are equal in 
rank and alike related to the predicate. 

4. In snoio tells what covers mountain and moor. 
Snoic names the substance employed, and in shows its 
relation to the act of burying. 

3. Seat Work. 
Study the next lesson, and fulfill its requirements. 



Coordinate Conjunctions. 

1 . Instruction. 
When we wish to predicate two or more things of the 
same person or object, we use the subject but ouce, and 
combine the predicates as we did the subjects in the last 
lesson. Thus : — 

1. Mountains are lofty and grand. 

2. James reads, ivrites, and ciphers. 

3. The horse is a kind and faithfid animal. 

Convert the first and third sentences each into two, 
and the second into three. 

Make other sentences each having more than one 
predicate. 

Select sentences having coordinate terms in the pred- 
icate. 

So, also, a verb or a preposition may have a couplet 
or series of objects ; and a verb may be limited by a 
couplet of adverbs, as seen below. 

1. The sun gives light and heat. 

2. He lectured in New York, Pittshvrg, and Albany. 

3. Henchick writes easily and rapidly. 



l52 



SPECIAL SIGNIFICATION OF AND. ETC. 



2. Examples. 

1. We admired the beautiful landscape, plucked the bright 
autumn leaves, and rested under the great oak. 

2. The goodness of God calls for gratitude, love, and obe- 
dience. 

3. We crossed mountain, lake, and river. 

i.. From the chimney-top, ascending and slowly expanding 
into the evening air, a thin, blue column of smoke arose. 

5. Is it a good practice to wake at night and sleep by day? 
G. Heard ye the crashing, long and loud. 

Of the chariot of God in the thunder-cloud ? 

MODEL FOE, PARSING. 

Ex. — He loanderecl through forest, glade, and glen. 

1. And is a conjunction, coordinate; it is said to 
join forest, glade, and glen, because it shows them to be 
in the same office. They are all objects of the preposition 
through. 

3. Seat Work. 

Study the next lesson, and select couplets and series 
whose terms are joined by the different conjunctions ex- 
plained in that lesson. 



i<5^ggoX 126. 

Special Siguiflcatiou of And, But, Yet, Or, aiul Nor. 

1. Instruction. 

These conjunctions are all alike in their general office 
of showing that the terms joined by them are coordinate ; 
but eacli has a special signification of its own. 

1. And implies tliat what follows is additional to 
what has gone before. 

2. But implies that w^liat follows it, is opposed to 
what has gone before, or that it is in some way adverse to 
it in mean in or. 



SPECIAL SIGNIFICATION OF AND., ETC j5^ 

3. Yet suggests that what follows it, is contrary to 
what would be expected from that which has gone before. 

4. Or shows that the parts joined by it are to be 
considered separately. 

5. Nor is equivalent to and not, and is usually em- 
ployed to prevent the repetition of a negative word. 

2. Examples. 

1. The twilight deepened and darkened around. 

2. He was tall and thin, but not ill-made. 

3. The thing is not impossible nor improbable. 

4. The laborers turn the crumbling ground, 

Or drop the yellow seed. 

5. I marked his firm yet weary tread. 

6. No welcome greeted our return, nor clang of martial 
tread. 

7. 'Tis a bleak, wild hill, but green and bright 
In the summer warmth and the midday light. 

—Bryant, ]o. 109. 

8. Long they looked and feared and wept within his distant 
home. 

Remarks. — In analyzing sentence 2, say that but 
shows that ill-made is equal in rank with tall and t/mi, 
and in the same oflSce. It also shows that what follows 
it, is opposed in meaning to what goes before, — the qualities 
denoted by tall and thi7i exist in the person, while that 
denoted by ill-made does not exist in him. 

In sentence 3, iior shows that impossible and im- 
probable are equal in rank, and have the same relation to 
the subject. It also gives a negative meaning to the second 
term, just as not does to the first. 

In sentence 4, or shows that turn and drop are 
equal in rank and alike related to the subject. It also 
shows that the two actions are to be considered separately ; 
the actions either occurred at different times, or a part of 
the laborers were performing one action, while the other 
part were performing the other. 

In sentence 5, yet shows that firm and loeary are 
-equal in rank, and alike related to tread; it also intimates 



1 54 



PUXCTUATIOX OF THE COUPLET AND SEEIES. 



that the quality denoted by iceary would not be expected 
to exist in connection with the quality denoted by firm. 

In sentence 6, lior joins the two subjects, welcome 
and clang, and shows them to be alike related to the 
predicate; it also gives a negative meaning to the second, 
as no does to the first. 

In sentence 7, and is understood between bleak and 
loild. But shows that the two adjectives following it are 
equal in rank with bleak and icild, and in the same rela- 
tion to hill. It also shows that the qualities denoted by 
the adjectives following it are opposed in nature to the 
qualities denoted by the adjectives preceding it, or, at 
least, that they are very different. 



3. Seat Work. 
Study the next lesson thoroughly. 



Punctuation of the Couplet and Series. 

1. Instruction. 

THE COUPLET. 

1. Flaliz after flake they sink in the dark and silent lake. 

2. Fciintly, slowly, the bells for vespers rung. 

3. Then they retired, and sank into the deep 
And helpless imhecility of sleep. 

4. Rivers have small beginnings, or sources, 

5. He could write, and cipher too. 

Each of the above sentences contains a couplet. 

In the first sentence, the terms of the couplet are 
joined by the conjunction, and are not limited by otlier 
words ; so no mark of punctuation is required. 

In the second sentence, the conjunction is omitted, and 
so tlie terms are separated by the comma. 

In the third sentence, the conjunction is not omitted. 



PUNCTUATION OF THE COUPLET AND SERIES. 



i5S 



but the limitations of the two verbs are very different, 
both in form and meaning. Retired is limited only by 
tlien^ a simple adverb of time ; while scuik^ the other term 
of the couplet, is limited by a long, complex phrase, denot- 
ing place; hence the terms are separated by the comma. 

In the fourth sentence^ the terms of the couplet are 
alike in meaning. .-Sources is only another name for hegin- 
nings ; for the source of a river is its beginning. In all 
such cases, the terms of the couplet should be separated 
by the comma, and another comma should be placed after 
the second term, unless some other mark of punctuation is 
required in that place. 

In the fifth sentence^ the second term of the couplet 
is emphatically distinguished^ and for this reason the terms 
are separated by the comma. 

THE SERIES. 

1. Dreamlike^ and indistinct, and strange ivere all things 
around them. 
* 2. Ever unmoved they stand, 

Solemn, eternal, and proud, 

3. The silence ivas vast, measureless, complete. 

4. Loud and sudden and near the note of the ivhip-poor- 
ivill sounded. 

Each of the above sentences contains a series. 

In the first sentence, the conjunction occurs between 
the terms throughout; in the second, it occurs between the 
last two only ; while in the third, it is omitted altogether. 
It may be noticed, however, that in all these cases, the 
terms of the series are separated by the comma. But when 
the conjunction occurs between the terms throughout, the 
comma may sometimes be omitted, as seen in the fourth 
sentence. 

In the second sentence, the adjectives, solemn, eternal, and 
proud, taken together, make an adjective element that is 
not restrictive, and so the whole group is set off from the 
rest of the sentence by a comma. 



i56 



PUNCTUATIOX OF THE COUPLET AND SERIES. 



2. Examples. 

1. His affections were liigli, and pure, and generous. 

2. The banks of the lovely basin, at its outlet, or southern 
end, were steep but not high. 

3. They are few, but memorable. 

4. Studies serve for delight, for ornament, and for ability. 

5. A hearty, hale old man was Benedict Belief ontaine, the 
wealthiest farmer of Grand-Pre'. 

6. Here he paused, and against the trunk 

Of a tall, gray linden leant. 

3. Cluestions and Hemarks. 

1. Why are the terms of the first couplet in the sec- 
ond sentence sejDarated by the comma ? 

2. Why is the second term followed by the comma ? 

3. Why are the terms of the couplet separated in the 
third sentence ? 

4. In sentence 4, each term of the series is a phrase. 

5. What ap230sitionar phrase is found in the fifth sen- 
tence ? 

C. Why is it set off ? 

1. What couplet is found in the same sentence ? 

8. Why are its terms separated ? 

9. Hearty, hah, and old are adjectives, added to the 
noun man; but old is more intimately related to the noun 
man than the other two are. This may be proved by sup- 
plying the conjunction. If v\^e should say, " A hearty and 
hale and old man," the sentence would seem very awkward. 
It would not express the thought intended. But we may 
saj^, " A hearty and hale old man," and it seems all right. 
The mind first applies the quality denoted by old^ and 
then the conception of an old man is modified hj the 
qualities denoted by the other adjectives. So in the punc- 
tuation, we do not regard the three adjectives as a series. 
But the first two are taken as a couplet limiting the con- 
ception, already formed, of an old man. 

10. How many couplets in the sixth sentence ? 



COORDINATE TERMS. 



1S7 



11. What is the first ? 

12. Why are its terms separated? 

13. What is the second couplet? 

14. Why are its terms separated ? 

4. Seat Work. 
Study the next lesson very carefully, especially the 



remarks. 



Coordinate Terms. 

Suggestion.— Do not forget to give reasons for the punctuation of each 
sentence in all the lessons from this point onward. 

1. Examples. 

1. His hand was ready and willing. 

2. His solemn manner and his words touched the deap, 
mysterious chords. 

3. Meek meadow-sweet and violet of the ground 

Lean lovingly against the humble stone. 

4. A good lad and cheerful was Joseph, 

5. A calm and lovely paradise is Italy. 

6. He started from his seat, and gazed around. 

Reliarks. — In sentence 1, we say that his hands are 
ready and willing, when we mean that the man is ready 
and willing to work with his hands. The hands are made 
to mean the whole man. This taking a part to represent 
the whole is called a figure of Synecdoche. 

In sentence 2, we compare the emotions to the chords 
of a musical instrument, and the agitation of feeling pro- 
duced by the solemn words and manner, to the trembling 
of the chords when they are touched, or when the wind 
passes over them. 

The chords are called deep, mysterious chords, because 
they produce deep, mysterious sounds. 

Deep, mysterious sounds must mean those that are low 



i58 



COORDINATE TEEMS. 



and long, — such as we could imagine might come from 
some deep place, like a cave, full of mystery because so 
deep, dark, and winding that we know not Avhat mysteries 
may be concealed there. 

In sentence 3, the flowers are called meek because 
they grow close to the ground and appear by their droop- 
ing to avoid notice, just as meek peoj)le, by their quiet 
ways, avoid attention. 

They are said to -lean lovingly, because they assume 
an attitude that would indicate love in beings that can 
exercise affection. 

The stone is humble, because it is cheap and plain, 
and suited to humble people. 

In sentence 5, Italy is called a paradise, because it 
is beautiful like paradise. 

2. Seat Work. 
Select sentences like those given for instruction in 
Lesson 127. 



i<i;s^oX 129. 

Subject of the Last Lesson Continued. 

1. Examples. 

1. His noontide glory fell on the corn-fields, and the orchards, 
and the softly-pictured wood. 

2. At last a gleam of sudden fire shot up behind the walls 
of snow, and tipped each icy spire. 

3. I am poor and old and blind. 

4. Through a thin, dry mist the sun rose, broad and red. 

5. On bright streams and into deep wells shone the high 
midsummer sun. 

C. In such a home, beside the Schuylkill's wave, he dwelt 
in peace with God and man. 

Remarks. — In analyzing sentence 5, say, On bright 
streams and into deep ivells tells where the sun shone. On 
bright streams tells one i)lace, and iiito deep wells tells another. 



COORDINATE PHRASES. 



l59 



And shows that these two phrases are equal in rank and 
alike in their use, each being used to tell where the sun 
shines. 

In analyzing sentence 6, say, ivith God and man tells 
to whom the peace relates. God and man name those with 
whom he is at peace. And shows that God and man are 
Alike related to peace, and ivith shows what that relation is. 

2. Seat Work. 
Select sentences containing couplets and series of 
phrases. 



I<l{g^OX 130, 

Coordinate Phrases. 



1. Examples. 

1. The notes of the robin and blue-bird are sweet upon wold 
.and in wood. 

2. The grass is still verdant on the hills and in the valleys. 

3. The flowers are abundant along the margin of rivers, and 
in hedge-rows, and among the woods. 

4. In taste, in grace, in facility, in happy invention, and in 
the richness and harmony of coloring, he was equal to the great 
masters of the renowned ages. 

5. Steep is the western side, shaggy and wild with mossy 
trees, and pinnacles of flint, and many a hanging crag. 

—Bryant., j). 63. 

Remark. — Coordinate phrases are punctuated in the 
same way as coordinate words. 

2. Seat Work. 
Study the next lesson, and select five sentences con- 
:taining coordinate clauses. 



i6o 



COORDINATE CLAUSES. 



l,m^Oj\ 131. 

Coordinate Clauses. 

1. Examples. 

1. Sudden and sAvift a whistling ball came out of a wood, 
and the voice was still. 

2. The boughs in the morning wind are stirred, and the 
woods their songs renew. 

3. The spice-lamps in the alabaster urns burned dimly, and 
the white and fragrant smoke curled indolently on the chamber 
walls. 

4. Freshly the cool breath of the coming eve stole through 
the lattice, and the dying girl felt it upon her forehead. 

5. Sorrow and silence are strong, and patient endurance is 
godlike. 

6. The hay appeareth, and the tender grass showeth itself, 
and herbs of the mountains are gathered. 

—Prov. 27:25. 

7. But in the fisherman's cottage 

There shines a ruddier liglit, 
And a little face at the window 
Peers out into the night. 

—Longfellow, p. 127. 

MODEL FOR AJS^ALTSIS. 

Sentence 1. ' \ 

1. This sentence consists of two clauses, joined by and 
to show that they are equal in rank. 

2. Since they are closely related in sense, and joined 
by a conjunction, they are separated by the comma. 

3. The subject of the first clause, etc. 

MODEL FOR PARSING. 

And is a conjunction, coordinate ; it is said to join 
the two clauses, because it shows them to be in the same 
rank, or order ; they are both priiicipal clauses. 

RejVIARKS. — When two or more clauses are closely con- 
nected in thouglit, and joined by a conjunction, they are 



COORDINATE CONSTRUCTIONS. 



l6l 



separated by the comma ; unless the clauses themselves, one 
or more of them, contain important divisions that are sep- 
arated by the comma. When the clauses are thus sub- 
divided, the semicolon instead of the comma is placed be- 
tween them. 

In sentence 1, sudden and s'loift are adverbs, telling 
how the ball came. They mean the same as suddenly 
and sioiftly, but the poet's license allows him to leave off 
the ly. 

In sentence 2, the woods are said to renew their 
songs, when the meaning is that the birds renew their 
songs in the woods. 

In sentence 3, the smoke is said to curl indolently, 
because it moves slowly, like an indolent person. 

In sentence 4, the gentle breeze of evening is com- 
pared to breath, because it strikes one softly, as the breath 
does. It is called the breath of evening, because it comes 
with the evening — the evening produces it. 

2. Seat Work. 
Select sentences each containing one of the conjunc- 
tions, and, or, nor, but, yet. 



Coordinate Coustructions. 

1 . Examples. 

1. Gentle but firm were his words of reproof. 

2. They hear not, nor see, nor know. 

3. Of mass or prayer there was no need. 

4. Uttered not, yet comprehended, 

Is the spirit's voiceless prayer. 

5. Thou changest not, but I am changed. 

6. No other voice nor sound was heard. 

7. Is it night, or is a storm coming on '] 

8. They shouted long and loud, yet no answer came. 

9. They conquered, but Bozzaris fell, bleeding at every vein. 
10. Go not forth in the morning, nor in the evening. 

11 



l62 



COORDINATE CONSTRUCTIONS CONTINUED. 



Remark. — In sentence 5, the tliouglit expressed in 

the second oiause is adverse to that expressed in the first ; 

for in the first the action is denied, while in the second 

it is affirmed. 

2. Seat Work. 

Select other sentences like those required in the last 
lesson. 



I<I^g^OK 133- 

Coordinate Constructions.— Continued. 

1. Examples. 

1. She breathes, but she speaks not. 

2. Few were his worrds of rebuke, but deep in the hearts of 

his people 
Sank they, and sobs of contrition succeeded the pas- 
sionate outbreak. 

— Longfelloiv, p. 104. 

3. The day brought no food nor shelter for him. 

4. So came the autumn, and passed, and the winter ; yet 
Gabriel came not. 

5. No more thou sittest on thy tawny hills 

In indolent repose, 
Or pour'st the crystal of a thousand rills 
Down from thy house of snoAvs. 

—Bayard Taylor. 

6. Speech is silvern, but silence is golden. 

7. Deep is the sleep of the dead ; 

Low' is their pillow of dust. 

Remarks. — In sentence 2, the writer uses the Avord 
hearts to denote the feelings of the people. He says that 
the words sank into their liearts, when lie means that the 
sentiments expressed by the words affected their feelings 
to ' such a degree as not to be easily forgotten, just as any- 
thing that sinks deeply into a body, is not easily removed. 

In sentence 3, the day is said to bring no food nor 
shelter, because none was found on that day. 

Sentence 4 has two subjects in the first clause, and 
the two actions denoted by came and jxissed are predicated 



ASSOCIATED CONJUNCTIONS. 



163 



of both of them. The meaning is that autumn and winter 
came and passed. 

In sentejace 5, the writer speaks to California as he 
would to a person. In a preceding stanza, he says, — 

"0 fair young land! the youngest, fairest far 
Of which our world can boast." 

And in the next, — 

" How art thou conquered, tamed in all the pride 
Of savage beauty still ! 
How brought, O panther of the splendid hide, 
To know thy master's will ! " 

Then follows the sentence which forms the subject of 
this remark. 

In sentence 6, speech is called silvern because it is 
valuable — a precious gift ; and silence is said to be golden 
because in some instances it is better than speech. 

Ill sentence 7, the conjunction is omitted between the 
two clauses, and so they are separated by the semicolon. 

2. Seat Work. 
Study the next lesson, and select sentences containing 



associated conjimctions. 



\%UQ^ 134. , 

Associated Conjunctions. 

1. Instruction. 

It is midsummer, but yet the air is cold. 

The clauses of this sentence are joined by but yet. 
But shows them to be equal in rank and adverse in mean- 
ing. Yet is added to show that what follows would not 
be expected from what has gone before. 

Still, notiaithstanding, nevertheless, else, and some other 
words are used in a similar way, either for emphasis, or 
to suggest the nature of the thought that is to follow. 



164 



ASSOCIATED CONJUNCTIONS. 



Some of these associated conjunctions seem much like ad- 
verbs; but these words are employed chiefly to show the 
relation of thoughts rather than to modify them. 

2. Examples. 

1. They were silenced, but yet they jaelded not. 

2. Not a breath crept through the rosy air, and yet the 
forest leaves were stirred with prayer. 

3. I never knew thee nor thy peers; 

And yet my eyes are filled with tears. 

4. Every pine, and fir, and hemlock 

Wore ermine too dear for an earl, 

And the poorest twig on the elm-tree 

Was ridged inch deep with pearl. 

—James Russell Lowell. 

5. It was a lodge of ample size, 

But strange of structure and device. 

—Scott, p. 190. 

6. Now from the stream the rocks recede, 
But leave between no sunny mead. 

-lb., p. 308. 

MODEL FOR ANALYSIS. 
Sentence 1. 
TIlis sentence consists of two clauses. 
But yet shows them to be equal in rank, somewhat 
adverse in meaning, and that the thought expressed in the 
second is not what would be expected from the statement 
made in the first. 

MODEL FOR PARSING. 

But is a conjunction, coordinate, it shows that the 
clauses are equal in rank, and somewhat adverse in mean- 
ing. Yet is a conjunction, coordinate, associated with 
biU to show that the thought which follows would not be 
expected from what goes before. 

3. Seat Work. 

' Select sentences containing correlative conjunctio.is. 



CORRELATIVE CONJUNCTIONS. j55 



Correlative Conjunctions. 

1. Instruction. 

1. Both Jane and Lucy were present. 

2. EitJier Fhilip or his brother is going to Europe. 

In sentence 1, both is used with and to show that 
fTane and Ijiccy are alike related to the predicate. The 
meaning would be the same if the word both were omitted ; 
but both seems to strengthen the word and, and make the 
idea of the relation more prominent. 

In sentence 2, either is used as both is in sentence 1. 
Either gives emphasis to the idea that Philip and his 
brother are to be regarded sej)arately with respect to the 
action predicated. 

Such words are called correlative conjunctions. 

The introductory correlative gives emphasis to the re- 
lation expressed by the principal one, by awakening an 
expectation of such a relation. 

2. Examples. 

1. He is either sick or fatigued. 

2. Neither the Austrians nor the French were victorious, 

3. He either left the key in the door, or else the robber had 
a false key. 

4. Not only the prime minister but also the king was 
expected. 

5. Not only am I instructed by this exercise, but I am also 
invigorated. 

6. Both religion and reason condemn us. 

7. Not only the w^ise and the learned but also the common 
people heard him gladly. 

8. For Romans in Rome's quarrel spared neither land nor 

gold, 
Nor son nor wife, nor limb nor life, in the brave days 
of old. 



j^^ CORRELATIVE CONJUNCTIONS. 

MODELS FOE, PARSING. 

Ex. — NeitJier truthfulness uor elegance wees sacrificed. 

Neither is a conjunction, coordinate, correlative to 
nxrr, and used to give emphasis to the relation expressed 
by that word. 

Nor is a conjunction, coordinate, correlative to neither; 
it shows that truthfulness and elegance are equal in rank, 
and alike related to the predicate. It also gives a negative 
meaning to the second term as neither does to the first. 

Ex. — Not only is energy required hut perseverance also. 

Not only is a conjunction, coordinate; it is correla- 
tive to but also, and awakens an expectation of the relation 
denoted by those words. 

But also is a conjunction, coordinate, correlative to 
not only. But is the principal conjunction and also is 
associated with it. 

Note.— This method of parsing these words is based upon the best of au- 
thority, and seems to be, on the whole, most consistent and profitable. The 
attempt to dispose of some of them as adverbs has not been very satisfactory, 
as it leads into a minute and puzzling analysis, which seems to be not only 
perplexing and doubtful, but practically useless. 

Ex. — Both energy and per sever aiwe are required. 

Both is a conjunction, coordinate; correlative to a/^c/, 
and used to give emphasis to the relation expressed by 
that word. 

And is a conjunction, coordinate, correlative to both; 
it is used to show that energy and perseverance are equal 
in rank and alike related to the predicate. 

2. Seat Work. 
Study for review. 



REVIEW. 



167 



.I<S{^^0>[ 136. 

Review. 

1. Q,uestioiis and Requirements. 

1. What way have we of shortening the expression 
Avhen we wish to predicate the same thought of two or 
more persons or things ? 

2. Give examples. 

3. In what way may we sometimes shorten the ex- 
pression when we .wish to predicate several thoughts of 
the same person or thing ? 

4. Give examples. 

5. Give other examples of coordinate words. 

6. Why are these words said to be coordinate ? 

7. What term is applied to two coordinate words 
taken together ? To more than two ? 

8. What class of words is employed to show that the 
terms of a couplet or series are equal in rank and in the 
same office ? 

9. Give a list of the words most commonly employed 
in this way. 

10. In what respect are they all alike in their use ? 

11. What is the special signification of each? 

12. When should the terms of the couplet be separated 
by the comma ? 

13. How should the terms of a series be separated ? 

14. What exception sometimes occurs ? 

15. What kind of adjective elements are set off by the 
comma? — Those that are not restrictive. 

2. Seat Work. 

{a.) Select two adjective elements of each of the fol- 
lowing kinds : — 

1. An adjective phrase consisting of adjectives joined 
coordinately. 



i68 



BEYIEW. 



2. An adjective phrase introduced by a preposition 
that has a couplet or series of nouns for its object. 

3. An adjective phrase that consists of an adjective 
Tvord having other words or phrases limiting it. 

4. A participial phrase. 

5. An appositional phrase. ' 

( ^.) Notice how these phrases are punctuated, and tell 
why they are so punctuated. 



I<s^^^o^r l3^ 

Reyiew. 

1. Questions and Requirements. 

1. Give sentences each containing a couplet of phrases. 

2. Give a sentence containing a series of phrases. 

3. Give sentences each containing two coordinate 
clauses. 

4. When are coordinate clauses separated by tlie 
comma ? 

5. AVheu one or more of the coordinate clauses are 
separated into important divisions by the comma, what 
mark is used to separate the clauses from one another ? 

6. When coordinate clauses have no conjunction be- 
tween them, what mark is commonly used to separate 
them ? 

v. How are coordinate ])hrases punctuated ? 

8. Give sentences that will illustrate the use of asso- 
ciated conjunctions. 

9. Analyze such a sentence, and parse the conjunctions. 
] 0. Give sentences that will illustrate the use of cor- 

relative conjunctions. 

11. Analyze such a sentence, and parse the conjunctions. 



ADJECTIVES LIMITING A NOUN. 



169 



12. Give a sentence in which correlative and associated 
conjunctions are used together. 

13. Parse all the words in the following examples. 

2. Examples. 

1. Looking down, 

I behold the shadowy crown 
Of the dark and haunted wood. 

2. Is it changed, or am I' changed ? 

3. Neither highway nor human habitation appeared, but 
still we pressed on through biting cold and blinding storm. 

3. Seat Work. 
Write a composition on what you have learned about 



verbs. 



Adjectives Limiting a Noun Understood. 

1. Instruction. 

1. 'Many were hurt by the accident. 

2. Some said one thing, and some another, 

1 . In the first sentence, the thought is that many people 
were hurt by the accident. We omit the word people, 
because the meaning is just as clear without it. The 
omitted word is said to be xmderstood., and the omission 
of such words is called ellipsis. Restoring the omitted 
word is what we call suppjlying the ellipsis. 

2. What words are understood in the second sentence? 

3. Supply the ellipses. 

4. In the first sentence, the real subject is the noun 
persons or people understood ; but sometimes the word 
many is called the subject, because it seems to represent 
the noun understood. For the present, at least, we will 
say that the noun understood is the subject. 

5. How many clauses are there in the second sentence ? 

6. How are these clauses joined ? 



jyQ ADJECTIVES LIMITING A NOUN. 

1. What is the subject of each? 

8. What is the verb in the second clause ? 

9. What is the object of that verb ? 

2. Examples. 

1. One was killed, and several were injured. 

2. Eternal life is offered to all men, yet few accept it. 

3. Two were excused, and three were punished. 

4. Many are called, but few are chosen. 

5. This is a bright day. 

6. This book is valuable, but that is worthless. 

7. Allured by hope, or driven by fear, all crowded to the 
altar-rail. 

MODEL FOE, PAHSESTG. 

Sentence 1. 
One is an adjective, limiting ; added to a noun un- 
derstood, to tell how many. 

Those who prefer it can use the following — 

MODEL. 

■ ■ One is an 'adjective, limiting; added to a noun under- 
stood, to tell how many. In representing the noun under- 
stood, it becomes a substantive, and may be regarded as 
the subject of the sentence. 

Remarks. — A substantive is a noun or anything that 
has the office of a noun. All pronouns are substantives, and 
sometimes even clauses become so, as will be seen hereafter.. 

Whenever the second model for parsing is used, the 
analysis should be made to harmonize with it. Whether 
we should use this model or the first, depends upon whether 
we regard the adjective as representing its noun or not. 
It is more commonly taken to represent the noun under- 
stood ; but this view involves some inconsistencies, as will 
be seen from remarks on sentence 1, of Lesson 140. 

Practically.^ it makes very little difference which view 
we take. The first is more simple, but the second is more 

common. 

3. Seat Work. 

Select ten sentences each containing an adjective or a 
possessive pronoun limiting a noun understood. 



POSSESSIVE PRONOUNS LIMITING A NOUN. j -^ j- 



i<i^BBOK 139- 

Possessive Pronouns Limiting a Noun Uiulerstoocl. 

1. Instruction. 

1. He refused my offer, but accepted fTohn's, 

2. Both my child and thy child are lost. 

3. The fault is not only tnine hut th9ne aJfso. 

4. Mis tvas a checkered life. 

Supply the ellipsis in the first sentence above. 

Point out the possessive pronouns in the second sen- 
tence, and notice how they are spelled. 

Re-write .the third sentence, supplying the ellipses. 

On supplying the ellipses, what change did you have 
to make in the possessive pronouns ? 

By this, we see that my and thy are changed to 
mine and thme when used to limit a noun understood. 

Anciently, mine and thine were used when the noun 
was expressed, as may be seen in the Bible. 

The possessive noun does not change its fonn when 
used to limit a noun understood, as may be seen in sentence 
1 above ; and by supplying the ellipsis in sentence 4, it 
appears that the same is true of the pronoun his. 

Make sentences in which the possessive case of the 
pronouns we, you, /ler, and they shall be used to limit 
nouns understood. 

Supply the ellipses, and see what change will be re- 
quired in the possessive pronouns. 

The adjective other, when used to limit a plural 
noun understood, changes its form by adding s. Thus : — 
He saved others, himself he cannot save. 

None is seldom used to limit a noun expressed. It 
is peculiar in other respects ; for, although it seems to be 
made up of no and one, it requires a plural verb after 

it ; as, — ^ 

None are free from sin. 



j^2 I'OSSUSSIVE PBOXOrXS LIJIITIXG A NOUX. 



But whenever the nonn is expressed, it is singular, 

and is followed by a singular A'erb, as seen in the example 

below. 

He swam the Eske River, where ford there ivas none, 

—Scott. 

Note.— In this example there is merely a word of euphony, and none limits 
ford; but if it came immediately before its noun it would be changed to no. 
Thus : There was no ford. 

One and other take the possessive sign whenever 
a noun in the possessive case is understood after them. 

Thus :— 

1. It is hard to control one's thoughts. 

2. Each strove to take the other's life. 

E (flier and neither should be used with reference to 
tiro things only. Any or none should be used when more 
that two things are referred to. 

2. Examples. 

1. You took mine and left yours. 

2. The cattle upon a thousand hills are mine. 

3. I feel his icy fingers, clasping mine amid the darkness. 

4. The lark's hold song comes from the skies, hut hers 
comes from the earth. 

5. His, not mine, are the gifts. 

6. Those men are fishermen, and the boats on the beach 
are theirs. Ours are moored in the shadow of that gi-eat rock. 

In sentence 5, we may transpose, and supply the 
ellipsis, thus : — 

The gifts are his, and are not mine. 

But it seems as well to regard the copula already ex- 
pressed as showing that both thoughts are predicated, and 
the negative adverb not as having the power to cause it 
to predicate a denial of the second condition. 

MODEL FOR PARSING, 

Sentence 1. 
Mine is a pronoun, personal, first per., sing. num. It 
does not distinguish sex. By alluding to the speaker, it 



CONTINUATION OF LAST TWO LESSONS. jy^ 

tells to whom the thing belongs that would be named 
by the noun understood, and is therefore put in the pos- 
sessive case. 

Remarks. — In sentence 2, a thousand tells how 
many hills are meant. Thousand names one of the great 
orders of numbers, and a shows, that just one thousand is 
meant. 

Thousand is here used, not to denote a definite num- 
ber, but a gi^eat many. 

Note.— A pronoun is said to be personal when we can tell by its form 
whether it denotes the speaker, the person spoken to, or the person spoken of. 
None but personal pronouns have thus far been used in the examples of these 
lessons. Relative and interrogative pronouns will be introduced hereafter. 

3. Seat Work. 

Write out the parsing of the nouns and pronouns in 

the next lesson. 



I<!]^0^OJ^ 140. 

Subject of the Last Two Lessons Continued. 

1. Examples. 

1. These books are mine, those are yours, the others are 
Luther's. 

2. This is the forest primeval. 

3. On their knees they received the queen's blessing, some 
kissing her hands, others her mantle. 

4. There is a monk in Melrose tower, 

He speaketh word to none. 

5. These and many more with king Olaf sailed the seas. 

6. Many run well for a season, but few persevere to the end. 

7. The gray mist left the mountain side. 
The torrent show'd its glistening pride ; 
Invisible in flecked sky. 

The lark sent down her revelry ; 

The blackbird and the speckled thrush 



J y. CONTINUATION QF LAST TWO LESSONS. 

Good-morrow gave from brake and bush ; 

In answer cooed the cushat dove 

Her notes of peace, and rest, and love. 

—Scatt, p. 202. 

Hemakks. — Some parse such pronouns as mine., yours, 
etc., as compound in their office, representing both the pos- 
sessor and the thing possessed. Such parsing is not a 
little awkward and inconvenient, as may be seen by parsing 
the word mine in sentence 1. Thus : — 

Represeaiting the possessor, it is in the 1st person; 
representing the things p)ossessed, it is in the 3d person : rep- 
resenting the possessor, it is in the singular number ; rep- 
resenting the tilings possessed, it is in the plural number: 
and again, representing the possessor, it is masculine or 
feminine gender; representing the things possessed, it is in 
the neuter gender: representing the possessor, it is in the 
possessive case; and representing the things possessed, it is 
in the nominative case. 

A close study of sentence 1, will also make this 
method of parsing appear inconsistent; for if mirie and 
yours represent the noun understood after them, Luther's 
must do the same, and must be parsed as mine is, above. 
This would probably be carrying the matter a little farther 
than any would wish to carry it, even for the sake of 
avoiding ellipses. 

Again : if the pronouns mine and yours do not repre- 
sent the nouns understood after them, why should the ad- 
jectives those and others be regarded as representing the 
nouns understood after them ? 

2. Seat Work. 
Select ten sentences containing nouns independent by 
address. 



NOUNS INDEPENDENT BY ADDBESS. 



175 



I<^ggO>[ 141. 

Nouns Independent by Address. 

1 . Instruction. 

1. Sometimes we use a person's name for the sake of 
getting his attention. Thus : — 

James, you are too bold. 

2. Not unfrequently we use the name of the person 
with whom we are conversing, not so much for the pur- 
pose of gaining his attention, as for giving earnestness to 
what we are saying. 

3. In the sentence, — 

You are wi^ong, Julia, 
the word Julia names the person spoken to, and tells who 
is meant by you. It is probable that several persons are 
present, and that the speaker wishes to show tvhich one 
he is addressing, and so speaks her name. 

4. Since it has no part in bringing out the thought 
expressed in the sentence, a noun thus used in addressing 
a person, is said to be independent by address. 

2. Examples. 

1. Thou speakest truly, poet. 

2. Come hither, my little daughter. 

3. Your coming, friends, revives me. 

4. Fight on, brave, true heart, through dark fortune and 
through bright. 

5. Come, gentle dreams. 

6. Spare me, dread angel of reproof. 

7. Stay, rivulet, nor haste so soon from the lovely vale. 

8. Mary, be a good girl. 

9. I greet thee, bonny boat ! 

10. England, with all thy faults, I love thee still. 

11. Weep, Albin ! to death and captivity led. 

12. Roll on, thou deep and dark blue Ocean — roll ! 

13. Come back, come back, Horatius ! 



176 



IfOUJf^S INDEPENDENT BY ADDRESS. 



MODELS FOR ANALYSIS. 

Ex. — John., you are ivanted at the office. 

1. You is the subject. 

2. Are wanted is the predicate. 

3. At the office tells where you are wanted. 

4. Jollll is used to gain the attention of the person 
addressed. 

Ex. — Philip, come here. 

1. Thou or you understood is the subject. 

2. Come is the predicate. 

3. Philij) is used to gain the attention of the person 
addressed. 

4. Here tells where he is requested to come. 

MODEL FOE, PARSIXG. 

Philip is a noun, proper, 2d, s., mas. ; independent 
by address, and therefore put in the nominative case. 

Remarks. — This lesson contains several examples in 
which inanimate objects are addressed as though they 
had intelligence, and could understand language. Since we 
speak to them as though they were persons, they are said 
to be personified. 

In sentence 4, the heart is taken to represent the 
w]aole person, 

A noun independent by address should, together with 
its limiting words, be set off by the comma, and when 
exclamatory, should be followed by an exclamation point. 

3. Seat Work. 
Study the next lesson, and select ten sentences each 
containing a noun independent by address, and accom- 
panied by an interjection. 



ADDRESS ACCOMPANIED BY EMOTION. ^yy 



Address Accompanied by Emotion. 

1. Instruction. 
A noun independent by address is often accompanied 
by a word used to express deep feeling or sudden emotion. 
Thus :— 

Lord, thou art very great f 

A word so used wholly to express emotion is called an 
interjection. 

2. Examples. 

1. O dread and cruel deep, reveal the secret concealed beneath 
thy waves ! 

2. O brothers ! pray for me. 

3. Fear not, O little flock! 

4. Your voiceless lips, O flowers ! are living preachers. 

5. Keep, O pleasant Melvin stream, 

Thy sweet laugh, in shade and gleam ! 

— WMttier, p. 301. 

6. O Rivermouth Rocks, how sad a sight 

Ye saw in the light of breaking day! 

7. Ah, brother ! only I and thou 
Are left of all that circle now. 

MODEL FOR ANALYSIS. 

Ex. — Lord, thou art very great! 

1. Thou is the subject. 

2. Art great is the predicate. 

3. Very tells how great. 

4. Liord invokes the attention of God. 

5. O is used to denote an emotion of reverence and 
awe. 

MODEL FOR PARSING. 

O is an interjection, and is used to ex]3ress emotion. 
It has no part in bringing out the thought expressed in tin? 
sentence, and is therefore said to be independent. 

12 



178 



ADVERBIAL PHEASES WITHOUT A PREPOSITION. 



Remauks. — In sentence 6, how is an adverb, added to 
sad to denote an unusual degree of tlie quality. The sad- 
ness is so great as to cause deep emotion. 

In sentence 7, I and thou, taken together, represent 
the speaker and the one associated with him. Thus they 
become nearly equivalent to we, so the verb takes the same 
form as it would if the subject were we. 

3. Seat Work. 
Study the next lesson, and select sentences containing 
adverbial phrases that have no preposition. 



LS^g^OK 143- 

Adrerbial Phrases without a Preposition. 

1. Instruction. 

The adverbial phrase is often used without a preposi- 
tion. The preposition is understood, or at least a relation 
similar to that commonly expressed by a preposition, but 
the relation word cannot always be supplied ; for, m some 
instances, there seems to be no word that is exactly suited 
to express the relation. 

Some of the most common omissions of the preposition 
may be illustrated as follows: — 

1. He came to his home on the Timed on the seventh day of 
April, and died on the third day of May. 

2. -He came home April 7th, and died May 3d. 

It is plain that the relation of the man's home to the 
act of his coming is the same in the second sentence as 
it is in the first ; and that the word home in the second 
sentence tells where he came, just as to his home does in 
the first, the preposition to being understood before it. 

It is also plain that April 1th is equivalent to 07i the 
seventh day of April; and May Sd, to on the third day 
of May. 



ADVERBIAL PHBASES WITHOUT A PREPOSITION. 



179 



In the analysis we say that home is used to tell 
whither he came. 

Home names the place, and the relation of the place 
to the act of coming is understood to be the same as would 
be denoted by the word to. Ajyril 1th tells when he came, 
and May 3c? when he died. 

We parse home, Aj^ril, May, as nouns, each the object 
of a preposition ; and seventh, and thirds as adjectives, 
<each limiting a noun understood. 

2. Examples. 

1. My friend came in the evening. 

2. The general arrived last evening. 

3. Maria taught school last summer. 

4. The meeting continued two weeks. 

5. We traveled forty miles a day. 

6. My brother spent six months in Europe. 

7. He remained three months in Paris. 

8. The wall was six feet high. 

9. The cloth was thirty inches wide. 

10. I came home yesterday. 

11. To-day thy Saviour calls. 

Remarks. — In sentence 5, forty miles is an adverbial 
-phrase telling how far we traveled. A day means the 
■same as in a day, and tells how long it took us to travel 
forty miles. 

In sentence 6, months is the object of the transitive 
verb spent; but in sentence 7, months is the object of a 
preposition understood ; for remained is an intransitive 
verb, and three months is a phi'ase telling how long the 
man remained. 

The meaning of sentences 8 and 9 may be expressed 

thus : — 

The wall was high unto six feet. 

The cloth was wide unto thirty inches. 

In sentence 10, yesterday is a noun, 3d, s., n., and 
object of a preposition understood. It tells when I came 



i8o 



COMPARISON INTRODUCED BY LIKE. 



liome, for it is what remains of an adverbial phrase. To- 
day is used in sentence 11 just as yesterday is in sentence 10. 

3. Seat Work. 

Study the next lesson, and select comparisons intro- 



duced by like. 



\,tmQ^ 144. 

Comparison Introduced by Like. 

1 . Instruction. 

Not unfrequently the best way to describe a thing 
with which our hearers are not familiar is to compare it 
with something well known to them. Such comparisons 
are ofteu introduced by the word like., as shown by the 
sentence given in the following — 

MODEL FOR AI^ALYSIS. 

Ex. — The Tiiasts shake like quivering reeds. 

1. Like quivering reeds tells by comparison 
how the masts shalic. 

2. Like introduces the comparison, 

3. Masts IS the iirst term, and 

4. Reeds is the second term. 

5. Masts and reeds are compared in regard to an 
action, — the act of shaking. 

Like is parsed by some authors as a ^preposition ; 
and by others as an adjective or an adverb, with the prep- 
osition to or unto understood after it. 

2. Examples. 

1. Through woods and mountain passes, 

The winds, like anthems, roll. 

2. Like the wings of sea-birds, 

Flash the white-caps of the sea. 



R E VIE W. J g J 



3. Forest leaves are bright, 

And fall like flakes of light, 

To the ground. 

—Bryant. 

4. Like a demon of the night 

He passed, and vanished from my sight 

5. Scattered were they like flakes of snow. 

6. They fought like brave men, long and well. 

7. A solemn fear on the listening crowd 

Fell like the shadow of a cloud. 

— Whittier. 

8. Straight there arose from the forest the awful sound of 

the war-whoop, 
And, like a flurry of snow on the whistling wind of 
December, 
Swift and sudden and keen came a flight of feathery arrows. 

■^Longfellow. 

MODEL FOE, PAUSING. 

Sentence 1. 
liike is a preposition ; it shows the relation between 
the anthems and the 7^olUng of the winds. 

Remaek. — Describing things by formal comparison, as 
in the sentences of this lesson, is called a figure of Simile. 

3. Seat Work. 
Ileview Lessons 138-144. 



, I<3]{^^0>[ 145. 

Review. 

1. Questions and Requirements. 

1. Give three examples of the ellipsis of a noun after 
an adjective. 

2. Analyze such a sentence and parse the adjective. 

3. What peculiarity has the adjective o^Aer, when used 
to limit a noun understood ? 

4. When docs it take the possescive sign ? 



l82 



REVIEW. 



5. What other adjective takes the possessive sigu in. 
the same way ? 

6. Give some of the peculiarities of the adjective none. 
1. Give an example of a possessive nomi used to limit 

a Doun understood. 

8. Show by example how each of the possessive pro- 
nouns may be used in the same way. 

9. Parse the possessive noun and pronouns in these 
sentences. 

10. What change is required in the possessive pronouns- 
whon they limit a noun understood ? 

1 1 . Does the possessive noun require any change when 
used in a similar way ? 

12. Show from the Bible how mine and thine were 
once used to limit a noun expressed. 

13. In such words as ours, yours, theirs, should the 
apostrophe be used before the s? 

14. What caution must be observed in regard to the 
adjectives either and neither. 

15. What expression should be used in speaking of 
reciprocal action between two persons ? — Each other. 

16. What expression should be used to denote reciprocal 
action among a greater number than two ? 

1*7. Is it right to say, "Tlie three boys divided the 
melon between themselves"? 

18. Is it right to say, "Theron and Anson divided the 
melon among themselves"? 

19. For what three leading purposes do we' use a per- 
son's name without giving it any office in the sentence ? 

20. Give examples. 

21. What do we say of a noun thus used ? Why ? 

22. Give examples of a noun independent by address, 
and accompanied by a word denoting emotion. 

23. What do we call a word that is used wholly to 
express emotion ? 

24. Parse the independent noun and the interjection in 
one of the examples just given ? 



COMPOUND SENTENCES. 



'83 



25. Give examples of adverbial phrases without a con- 
nective. 

26. Parse the italicised words in the following — 

EXAMPLES. 

1. Yesterday he wept, hut to-day he rejoices. 

2. Ah! sir, the lake is three hundred miles long. 

3. The bullets fell like hail. 

27. Analyze the third sentence. 

28. What figure is employed in this sentence ? 

29. When do we use a figure of simile ? 

2. Seat Work. 
Look over the first seventy-five lessons of this book, 
and notice what is tauarht in them. 



i^i^ggoK 146. 

Compound Sentences. 

Suggestions.— When certain words, or parts of speech in certain uses, 
occur so frequently that the class have become entirely familiar with their 
parsing, it is better in most cases to pass them by, parsing only such words as 
the class may need to drill upon. 

So, also, it is better to omit the more minute parts of the analysis whenever 
the pupil has become so familiar with them that they give his mind no suitable 
exercise. In this way he will be led to observe the more important groups, or 
constructions, that make up language. 

1. Examples. 

1. The sun is dim in the thickened sky, and the clouds in 
sullen darkness rest. 

2. With even strokes their scythes they swing, 

In tune their merry whetstones ring. 

-J. T. Trowbridge. 

3. The pine is bending his proud top, and now among the 
nearer groves, the chestnut and oak are tossing their green 
boughs about. 

4 The splendor falls on castle walls. 

And snowy summits old in story; 

The long light shakes across the lakes, 

And the wild cataract leaps in glory, 

— Tennyson. 



i84 



CO OBI) I NATE CLAUSES COXTIXUED. 



5, I sift the snow on the mountains below, 

And the great pines groan aghast. 

—Shelley. 

Remaeks. — In sentence 1, the darkness is called sullen, 
because it is gloomy, like the countenance of a sullen 
person. 

In sentence 2, the whetstones are said to be merry, 
because the sound they produce upon the scythes is such 
as people who are merry would be likely to make. The 
moicers are the ones who really possess the quality. 

In sentence 3, the top of the pine is said to be 2'>'>^oud, 
because it rises so high aboye the other trees of the forest, 
just as proud people try to exalt themselyes aboye their 
fellows. 

In sentence 5, the i^ines are said to groan, because 
men or beasts would groan if they had to bear so heayy 
a load of snow. 

2. Seat Work. 

Look oyer Lessons V6 to 145, and notice what is taught 
in them. 



I<S{g^OX 14^. 

Coordinate Clauses. — Continued. 

1 . Examples. 

1. The tall maize rolls up its long green leaves ; the clover 
droops its tender foliage and declines its blooms. 

2. And prancing steeds, in trappings gay, 
Whirl the bright chariot o'er the way. 

3. Sweet woodland music sinks and swells; 

The brooklet rings its tinkling bells; 

The swarming insects drone and hum; 

The partridge beats his throbbing drum. 

—J. T. Trouhridge. 

4. But, silent, sinew-bows were strung. 

And, sudden, heavy quivers hung, 

And, swiftl}^, to the battle sprung 

Tall, painted bra,ves, with tufted hair. 

Like death-black banners in the air. 

—Joaquin Miller. 



SYNOPTICAL REVIEW. 



i85 



Remarks. — In sentence 1, the two clauses have no 
conjunction between them ; and for this reason, they are 
separated by the semicolon instead of the comma. 

In sentence 2, and shows that this sentence is equal 
in rank with what has gone before, and that it expresses 
an additional thought. 

Sentence 3 consists of four clauses. The conjunction 
is omitted between them ; so they are separated by the 
semicolon. 

Sentence 4 consists of three clauses, joined by and, 
and closely related in sense ; so they are separated by the 
comma. 

Silent, sudden, and swiftly are all adverbs, the ly 
being dropped from the first two to perserve the rhythm 
of the poetry. . 

2. Seat Work. 

Write examples illustrating the chief points brougr.t 
out in the next lesson. 



I<5^ggO>[ 14§. 

Synoptical Review. 



To tlie Teacher.— If Lessons 148 and 149 are too long for single recita- 
tions, divide them according to the ability of the class and the time that can 
be given to each recitation. 

1. Distinguishing Objects. — (Nouns.) 
In language, we need a multitude of names to dis- 
tinguish the great variety of objects of which we wish to 
speak. 

We need, 1. Names for things regarded as a whole, 
and names for their parts ; 2. Names for one or more 
things belonging to the same class, and names for i7idi- 
vidiial persons or objects ; 3. Names for single things, 
names for tioo or more things of the same kind, and names 
for collections of objects ; 4. Names for males, names foi* 
females, and names for things that have 7io sex. 



i86 



SYNOPTICAL REVIEW. 



2, Qualities and Conditions of Objects. — ( Qualifying 
Adjectives.) 

In talking of objects, we often wish to speak of their 
qualities and conditions ; so we must have words to denote 
those qualities and conditions. 

Sometimes we wish to state positively that the quality 
exists in a thing ; but at other times we wish merely to 
mention it incidentally^ as though it were a quality already 
known to exist in the thing under consideration. 

Sometimes we wish to talk of the qucdity itself ; and 
for this 23urpose we need names for qualities. 

Qualities are commonly expressed by single icords, but 
in many instances by groiq^s of icords. 

3. Actions Predicated.— (Verbs.) 
We also need a great number of words to denote the 

actions of persons and things; for we speak of actions 

oftener than of qualities. 

Sometimes we wish to speak of an action performed 

by a thing, and sometimes of an action received by it. 

Sometimes we wish to speak of both the qualities and 

the actions of a thing, and then we make use of action- 

ivords and quality-words in the same sentence. 

4. Alluding" to Objects.— (Pronouns.) 
Wlien any one wishes to speak of himself, or of any 
one that he is talking to, there is need of sj^ecial words to 
represent the speaker or the person spoken to; for if the 
name were used, it might be taken to mean another j^erson 
of the same name. It is also convenient to allude to a 
person that has already been spoken of, without repeating 
his name. So we have a set of words for the express 
purpose of alluding to the speaker, or to the speaker and 
those associated with him; to the person or persons spoken 
to; and to the person or persons spoken of 

QUESTIONS. 

1. Why do we need a multitude of names in language? 

2. What are these names called ? 

3. Give examples of nouns used to name whole things. 
Nouns used to name parts of things. 



STKOPTICAL REVIEW. 



187 



4. Why do we need the two kinds of nouns called 
common and proper ? 

5. Why do we need nouns in both the singular and 
the plural number ? 

6. Why must we have nouns in the three different 
genders ? 

Y. How are singular nouns commonly changed tO' 
plural nouns ? 

8. When does the syllable es have to be added ? 

9. In what different ways do nouns ending in y form 
their plural ? Nouns ending in ? In f? In fe ? 

10. How are the different genders distinguished ? 

11. Why do we need qualifying adjectives? 

12. In what two different ways are they used? Give 
examples. 

13. In what two ways are qualities expressed ? 

14. Why do we need verbs in language ? 

15. Give examples of verbs consisting each of a single- 
word. 

16. Give examples of verbs each consisting of two words. 

17. Why do we need two words in the last case ? 

18. Give examples of verbs which represent the action 
as received by the subject. Performed by the subject. 

19. Give a sentence that assumes a quality of some 
thing, and predicates an action of the same thing. 

20. When are verbs said to be regular ? When ir- 
regular ? 

21. What is the difference between a transitive verb 
and an intransitive verb ? 

22. What is the difference between an intransitive verb 
and a copula ? 

23. When do we employ a transitive verb in the active 
voice ? 

24. When do we employ a transitive verb in the pas- 
sive voice ? 

25. When do we employ the past tense ? When the 
present ? 



jgg ST X OPTICAL REVIEW. 

26, For what different puq^oses do we use a verb in 
the imperative mode ? 

27. What do we call the different forms that a verb 
takes to agree with its subject ? 

'28. What is the only verb that has person and num- 
ber in the past tense ? 

29. What change do ordinary verbs have in the present 
tense ? In the past tense ? 

30. What different forms does the verb to he have in 
the present tense ? In the past tense ? 

31. Why do we need pronouns in language ? 

32. What four forms of the pronoun are used to repre- 
sent the speaker ? 

33. What four are used to represent the speaker and 
those associated with him ? 

34. What three are used to represent the person or 
persons spoken to ? 

35. What three are used to represent a male that is 
spoken of ? 

36. What three to rej^resent a female that is spoken of ? 

37. What two to represent a thing that has no sex? 

38. What four are used to represent two or more 
persons or things spoken of ? 

39. Which of these forms are said to be in the first 
person ? Which in the second ? Which in the third ? 

Why ? 

»^ — % — *^ 

I<J^BgOK 149. 

Subject of the Last Lesson Continued. 

5. Distinguishing" Objects of the Same Kind.— ( Limiting 
Adjectives.) 
In talking of objects of the same kind, we often need 
words to tell just which one, or ichich ones, are meant. 

Sometimes we need words to tell definitely hoic many 
.are meant, and at other times, when we do not know the 



SYNOPTICAL REVIEW. 



189 



definite number, or knowing, do not wish to tell it, we 
need words that will tell indefinitely how many, — words 
that will show whether the number is large or small. 

6. Actions and 'Qualities Modified.— (Adverbs and Ad- 
verbial Phrases.) 
It often becomes necessary to tell ichen a thing hap- 
pened, or where it happened ; how it was done, or ichy it 
was done. Sometimes, too, we wish to tell how much of 
the quality a thing has, or just how it applies. 

This may be done by single words, or by groups of 
words. 

7, Ownership, Authorship, Origin, Fitness, etc. — (Posses- 
sive Case and Adjective Phrase.) 

Sometimes we wish to tell loho owns a thing, who or 
'what produced it, or to what it is adapted. For this pur- 
pose, we sometimes employ loords of 2, pecidiar form ; and 
at other times, groups of words. 

8. Describing Objects by Referring them to a Class. — 
(Apposition, and Nouns in the Predicate.) 

Sometimes we describe an object, not by telling its 
qualities directly, but by saying that it is one of a class of 
things whose qualities are well known. We may state 
positively that it belongs to the class ; or we may mention 
the fact incidentally, as a thing already known. 

9. Assuming Action.— (Participles.) 

Sometimes we wish merely to attribute an action to 
an object, without stating positively that the person or 
thing either performs the act or receives it. This calls for 
a class of words especially adapted to such a use. 

10. Relations. — (Prepositions and Conjunctions.) 

We also need to show the relation of objects, qualities, 
actions, and thoughts, to one another ; so we have a set 
of words for this purpose. 



-jQQ SYNOPTICAL REVIEW, 

11. Emotions. — (Interjections.) 
Sometimes a person's feelings are so deep, so sudden, 
or of such a nature, tiiat they cannot be expressed by 
ordinary forms of speech. This leads to the use of a set 
of Avords that express emotion^ but no thought. 

QUESTIONS. 

1. How do we distinguish objects ? 

2. How do we distinguish a particular person or place 
from all others ? 

3. How do we distinguish a class of persons or things 
from those that do not belong to that class ? 

4. How do we distinguish males from females ? 

5. How do we distinguish males and females from 
things that have no sex ? 

6. How do we distinguish one from more than one ? 

7. What do we call words that are used to name 
collections of objects? 

8. AYhat do we call words used to name qualities ? 

9. What do we call words that merely denote quality 
without naming it ? 

10. What do we call those words that tell what ones, 
which ones, or how many ? 

n. Give examples of words that tell definitely how 
many. Of those that tell indefinitely how many. Of those 
that tell ^chat ones or lohich ones without telling how many. 

12. What words denote one but no definite one ? 

13. When should a be used in preference to an? 

14. What word is employed to show that some definite 
one is meant ? 

15. For what difiierent purposes, then, do we need 
lirnitlng adjectives ? 

16. What does it often become necessary to tell in 
regard to actions ? 

17. Show by example how single words are employed 
to tell the time of an action. The ^;/ace. The manner. 
The fturpose. The cause. 



SYNOPTICAL REVIEW. jgj 

18. Show by example how phrases are used for all 
these purposes. 

19. For what different purposes is the possessive case 
used ? 

20. Give examples. 

21. Show by examples how the adjective phrase may 
l)e used for the same purposes. 

22. When do we use a noun in the predicate ? 

23. When do we use a noun in apj^osition ? 

24. Give examples of both. 

25. Give sentences that predicate identity. 

26. Give sentences in which identity is assumed. 
2*7. Why do we need participles ? 

28. Give examples of their use. 

29. Give sentences in which participles are used to 
name action. 

30. Give sentences in which a peculiar form of the 
verb is used to name action. 

31. What do we call participles and infinitives when 
they are used to name action ? 

32. What two classes of words are used merely to show 
relation ? 

33. Show by examples how a preposition may be used 
to show the relation between two objects. Between an 
object and an action. Between two actions. 

34. How do we show that two or more terms are 
■equal in rank, and alike in relation? 

35. What name do we give to a group consisting of 
two coordinate terms ? Of three or more ? 

36. Give sentences that have a couplet or series of 
subjects. Predicates. Objects. Adjectives. Adverbs. 

3 '7. Give examples of coordinate phrases. Coordinate 
clauses. 

38. What words are most commonly used as coordinate 
conjunctions ? 

39. In what respect are these words alike in their use ? 



JQ2 ADVERBIAL CLAUSES. 

40. In addition to this general use, what peculiar re- 
lation of thouo'hts does each suo^o^est ? 

41. Why do we need interjections ? 

42. Give examples of their use. 



I<l{B§0>f 150. 

Adverbial Clauses. 

1. Instruction. 

1. Men nmke hay in fair iveatlier, 

2. Men make hay wlien the sun shines. 

1. In the first sentence aboA^e, in fair iceather is added 
to the verb make to tell whe7i the hay is made. It is there- 
fore an adverb, and since it consists of a group of words, 
it is called an advei^hial phrase. 

2. In the second sentence, lokile the sun shines is added 
to the verb make to tell token the act of making was per- 
formed. It must therefore be an adverb. It consists of a 
group of words ; but unlike the adverbial phrase, it has a 
subject and predicate ; so we call it an adverbial clause. 

3. In an adverbial clause, the subject and predicate, 
and all the words that limit them, are analyzed and parsed 
just as they are in an ordinary simple sentence ; but in 
addition to these parts, every adverbial clause must have 
a word to show its relation to other parts of the sentence. 
This word is called a connective, or introductory word. 

4. It will be" remembered that principal clauses are 
sometimes joined in one sentence, with a connecting word 
between them to show that they are equal, or coordinate, 
in rank. This connecting word, since it shows the clauses 
to be coordinate in rank, is called a coordinate conjunction. 

0. But the adverbial clause is not equal in rank with 
the principal clause, — is not coordinate, — but merely an ad- 
verb, used to modify a word in the principal clause. It is 
of a loiver rank than the principal clause, or the word which 



ADVERBIAL CLAUSES. jq^. 

it limits, — and since suh means under^ or lower, we call 
such a clause a subordinate clause ; and the word 
that introduces it, and shows it to be subordinate, we call 
a subordinate conjunction. 

6. In the analysis of a subordinate clause, we first 
notice its use as a whole, and afterward take up its parts, 
beginning with its introductory word, subject, and predicate. 

2. Examples. 

1. We wept while we listened. 

2. He came when darkness curtained the hills. 

3. When the sun rose, we pursued our journey. 

4. Full of wrath was Hiawatha when he came into the village. 

5. When they ceased, a sudden darkness fell, and filled the 
silent wigwam. 

6. When he awoke, it was already night. 

MODEL FOE, ANALYSIS. 

Sentence 1. 

1. TTe is the subject. 

2. We2Dt is the jDredicate. 

3. While we listened tells when we wept. 

4. While introduces this clause, and indicates its use. 

5. We is the subject, and listened is the predicate. 

MODEL FOE. PARSING. 

While is a conjunction, subordinate ; it shows its 
clause to be an adverb of time, and subordinate to wept. 

Remark. — In sentence 2, darkness is said to curtain 
the hills because it hides them from view, as curtains con- 
ceal the objects that are behind them. 

3. Seat Work. 

Study the next lesson ; write the analysis of the first 
two sentences, and the parsing of the subordinate conjunc- 
tions in the first four. 

13 



194 



ADVERBIAL CLAUSES CONTINUED. 



hM^o}i 151. 

Adverbial Clauses.— Coutiuued. 

1. Instruction. 
Adverbial clauses, like other adverbial elements, are 
used to tell, not only when, but also where, why, how, for 
what purpose, and by what cause, actions take place. All 
these uses will be shoAvn in the lessons that follow. 

PuNCTUATio^"^. — In some of the examples of this lesson, 
and in several of the preceding lesson, the adverbial clause 
comes before the word it limits. When i^ is so arranged, 
it is said to be transposed, and should be set off by the 
comma, as seen in the examples referred to. 

2. Examples. 

1. When the world is dark with tempests, thou lookest in 
thy beauty from the clouds. 

2. Three friends, the guests of summer-time, pitched tJieir 

"white tents where sea-winds blew. 

— Whittier, li. 294. 

3. When I blow my breath about me, 

When I breathe upon the landscape, 

Flowers spring up o'er all the meadows. 

Singing, onward rush the rivers. 

—Longfellow^ j). 187. 

4. I watched him as he went. 

5. I calmly stand and wait till the hinges turn for me. 

6. The battle was lost before reenforcements arrived. 

3. Seat Work. 

Study the next lesson; write the analysis of the first 
two sentences, and the parsing of the subordinate conjunc- 
tions in all the sentences. 



ADVERBIAL CLAUSES CONTINUED. 



195 



Adverbial Clauses.— Continued. 

1. Examples. 

1. Heavily sank he, as a stone sinks. 

2. Two angels passed o'er our village as the morning broke. 

3. Pleasant it is to roam about the lettered world as the 
traveler roams. 

4. And bright wtiere summer breezes break, 

The green wheat crinkles like a lake. 

—Trowbridge. 

5. , A thousand recollections weave their bright hues into woof, 
As I listen to the patter of the soft rain on the roof. 

6. As they bend to the soft winds, the sun looks in, and 
sheds a blessing on the scene. 

Remaeks. — In sentences 1 and 3, the subordinate 
clause is an abverb .of manner. 

In the other sentences it denotes time, place, or cir- 
cumstance. 

In sentence 1, as a stone sinks tells by comparison 
how he sinks. The sinking of a person is compared to 
the sinking of a stone. This is called a figure of simile. 

In sentence 4, bright is an adjective ; it describes the 
appearance of the wheat as it crinkles. Notice the beau- 
tiful simile in this sentence. 

In sentence 5, our life is compared to a web of cloth. 
The warp must be time, or the regular train of acts and 
events in life, and into this, memory is represented as 
weaving recollections of particularly pleasant occurrences, 
just as the weaver interlaces the woof [filling^ mth the 
warp ; and as the woof hides the warp, and gives color 
and general appearance to the cloth, so these pleasant 
recollections are uppermost in our memory, and give char- 
acter to all our past life. 



196 



ADVERBIAL CLAUSES CONTINUED. 



2. Seat Work. 
Study the next lesson, and select sentences containing 
adverbial clauses like those in preceding lessons. 



I<i^^^0>[ 153. 

Adverbial Clauses. — Continued. 

1. Examples. 

1. When she awoke from the trance, she beheld a multitude 
near her. 

2. Flowers peep from the ground where'er I pass. 

3. We pg,used at last where home-bound cows 

Brought down the pasture's treasure, 

And in the barn the rhythmic flails 

Beat out a harvest measure. 

— Whittier, p. 328. 

4. When the repast was ended, they arose and went into the 
garden. 

5. 'Tis a dangerous adventure; but as he puts his feet and 
hands into those gains, and draws himself carefully up to liis full 
length, he finds himself a foot above every name chronicled in 
that mighty wall. 

2. Instruction. 

A sentence made up of coordinate clauses is called a 
compound sentence. 

A sentence that has one principal clause, and one or 
more subordinate clauses, is called a complex sentence. 

A sentence made up of principal clauses, with one or 
more subordinate clauses, is both compound and complex. 
Sentence 5 of this lesson aifords an example. Adverbial 
clauses may be coordinate with one another, and at the 
same time subordinate to the word they limit. See sen- 
tence 3, of this lesson. 

Remarks. — In sentence 2, do the flowers literally 
peep ? What is it to peep ? Why are thjfe flowers said to 
peep ? 



ADVERBIAL CLAUSES CONTINUED. jgy 

In sentence 3, what is meant by the pasture's treas- 
ure ? Why is it called the pasture's treasure, since the 
cows produce it ? Why are the flails said to be rhythmic? 
What is meant by a liarvest measure? 

In this case the name of the thing that is filled by the 
grain is put for the grain itself. This is called a figure of 
metonymy. 

3. Seat Work. 

In addition to studying the next lesson, select two 
adverbial clauses denoting time, two denoting manner, and 

two denoting place. 

— , fr~-* — * — 

i<s^^^oK 134. 

Adverbial Clauses. — Continued. 

1 . Examples. 

1. Between the dark and the daylight, 

When the night is beginning to lower. 

Comes a pause in the day's occupations. 

—Longfellow, p. 225. 

2. As I look and listen, the sadness wears away. 

3. But e'er he touched the latchet, from within a whisper 
came. 

4. The cheerful rivulet sang and gossiped as it hastened 
ocean-ward. ' . 

5. I watch the mowers as they go 

Through the tall grass, a white-sleeved row. 

—Ti'oivbjndge. 

6. I saw him when he fell. 

7. The silver moon at midnight cold and still. 
Looks, sad and silent, o'er yon western hill. 

8. Where the wave is tinged with red. 

And the russet sea-leaves graw, 

Mariners, with prudent tread. 

Shun the shelving reefs below. 

—John Leyden. 

Remaeks. — In sentence 4, how could the rivulet sing? 
How could it gossip ? — Perhaps some of the noises made 



198 



ADVERBIAL CLAUSES CONTINUED. 



by the rivulet in its flowing, reminded the poet of the 
chattering of people who gossip. 

In sentence 3, loithin seems to be a noun. Perhaps, 
however, from loitJiin wouM better be parsed as an ad- 
verb representing a phrase whose noun is understood. 

2. Seat Work. 

Select three sentences containing transposed adverbial 
clauses ; three containing adverbial clauses that are not 
set off, because so closely connected in thought ; and three 
that contain adverbial clauses so slightly connected in 
thought as to be set off by the comma. 



Adverbial Clauses.— Continued. 

1. Examples. 

1. We hate some persons because we are not acquainted 
with them. 

2. Since retreat was now impossible, Colter turned the head 
of the canoe. 

3. A poet, as he paces to and fro, murmurs his sounding 
lines. 

4. Thou comest not when violets lean 

O'er wandering brooks, and springs unseen. 

Or columbines, in purple dressed, 

Nod o'er the ground-bird's hidden nest. 

—Bnjant, p. 128. 

5. The castle-bell, with backward clang. 
Sent forth tne larum peal; 

Was frequent heard the heavy jar, 

Where massy stone and iron bar 

Were piled on echoing keep and tower. 

—Scott. 

Remark. — In sentence 2, what is meant by the head 
of the canoe ? Why is this part called the head ? — Ani- 
mals always move with the head forward, and this may 



ADVERBIAL CLAUSES CONTINUED. j qq 

be the reason why the part of the boat that goes forward 
is called the head. 

Punctuation. — We have already seen that transposed 
adverbial clauses are set off by the comma. Those that 
are not transposed, are also set off when not very closely 
connected in sense with the word they limit, but when 
closely connected, they are not set off. These latter clauses 
correspond, in their relation, to restrictive participial phrases ; 
while those that are not closely related, correspond to 
phrases that are not restrictive. 

2. Seat Work. 

Study the next lesson, and write the analysis of sen- 
tence 4. 



Adverbial Clauses. — Continued. 

1. Examples. 

1. For them the early violet no more 

Opens upon thy bank, nor, for their eyes, 

Glitter the crimson pictures of the clouds 

Upon thy bosom when the sun goes down. 

—Bryant, p. 238. 

2. But when the hymn was sung, and the daily lesson 

completed, 
Swiftly they hurried away to the forge of Basil the black- 
smith. —Evangeline. 

3. Wild with the winds of September, 
Wrestled the trees of the forest, as Jacob of old with the 

angel. —Ibid. 

4. And southerly, when the tide is down, 

'Twixt M^hite sea-waves and sand-hills brown, 

The beach birds dance and the gray gulls wheel 

Over a floor of burnished steel. 

— Whittier, p. 297. 



200 ADVERBIAL CLAUSES CONTINUED. 

Remarks. — In sentence 2, but shows the relation of 
this sentence to one that has gone before. 

In sentence 3, the trees are said to wrestle with the 
wind, because the wind seems to be trying to throw them 
down, and they writhe about as men do in wrestling. 

In sentence 4, the " floor of burnished steel " is the 
surface of the water. It is called a "floor" because the 
birds as they dart about so rapidly close to its surface, 
remind the poet of people dancing on a floor. It is called 
a floor of "burnished steel" because it glistens like bur- 
nished steel. 

2. Seat Work. 

Study the next lesson, and write the analysis of sen- 
tence 1, 



Adverbial Clauses.— Continued. 

1 . Examples. 

1. When beechen buds begin to swell, 

And woods the blue-bird's warble know, 

The yellow violet's modest bell 

Peeps from the last year's leaves below. 

—Bryant, p. 23. 

2. Vv''hen the showering vapors gather 

Over all the starry spheres, 
And the melancholy darkness 

Gently weeps in rainy tears, 
'Tis a joy to press the pillow 

Of the cottage chamber bed, 

And listen to the patter 

Of the soft rain overhead. 

— Coates Kinney. 

3. But their voices sank yet lower, sank to husky tones of 

fear, 
As they spake of present tokens of the powers of evil 
^^ear. —Whittier, p. 222. 



ADVERBIAL CLAUSES CONTINUED. ^Ql 

Remaeks. — In sentence 1, from helow may be parsed 
as a preposition, showing the relation of the leaves to the 
peeping of the violet's modest bell. 

In sentence 3, near is an adjective, added to evil to 
show its condition in regard to proximity. It represents 
the adjective phrase near them. 

In sentence 2, the darkness is said to be melancholy; 
and then, to carry out the figure, it is said to weep, the 
raindrops being taken for tears. 

2. Seat Work. 
Study the next lesson, and write out the parsing of all 
the conjunctions^ both coordinate and subordinate. 



Adverbial Clauses.— Continued. 

1. Examples. 

1. Suddenly, 

As on his words entrancedly they hung, 

The crowd divided, and among them stood 

Jairus the Ruler. 

— ^Y^^l^s. 

2. Witlaf, a king of the Saxons, 

E'er yet his last he breathed, 

To the merry monks of Croyland 

His drinking-horn bequeathed. 

—Longfellow, p. 132. 

3. And when the herbs 

Of summer drooped beneath the mid-day sun, 

She sat within the shade of a great rock, 

Dreamily listening to the streamlet's song. 

—Bryant, p. 

4. Lies a calm along the deep, 

Like a mirror sleeps the ocean, 

And the anxious steersman sees 

Round him neither stir nor motion. 

^ —Goethe. 



2Q2 ADVEBBIAL CLAUSES CONTIiNUED. 

Remaeks. — In sentence 1, the people "hung" on his 
words; i. e., they let none escape them, but listened with 
eagerness, trying to remember all they heard. 

In sentence 2, ere yet is a subordinate conjunction, 
and means the same as before. 

2. Seat Work. 

Study the next lesson, and write the analysis of the 
fourth example. 



Adverbial Clauses.— Contiuued. 

1. Examples. 

1. The arrowy beam 

Of moonlight, slanting to the marble floor, 
Lay like a spell of silence in the rooms, 

As Jairus led them on. 

— Willis. 

2. I hear the beat 

Of their pinions fleet, 

As from the land of snow and sleet, 

They seek a southern lea. 

—Longfellow, p. 131. 

3. Only the long waves, as they broke 
In ripples on the pebbly beach, 
Interrupted the old man's speech. 

4. Strange domes and towers 

Rose up where sty or corn-crib stood, 

Or garden wall, or belt of wood. 

—Snow-bound. 

5. There is no glory in star or blossom 

Till looked upon by a loving eye; 

There is no fragrance in April breezes 

Till breathed with joy as they wander by. 

-Bryant. 

IIe;mark. — In sentence 4, stood has four subjects,- 
sty, corji-crib, vKill, and belt. 



ADVERBIAL CLAUSES CONTINUED. 20^^ 



2. Seat Work. 
Study the next lesson ; write the analysis of the first 
stanza, and the parsing of the conjunctions. 



T,i^gBOK 160. 

, Adverbial Clauses. — Continued. 

1. Examples. 

1. I wield the flail of the lashing hail, 

And whiten the green plains under; 
And then, again, I dissolve it in rain, 

And laugh as I pass in thunder. 

—Shelley. 

2. We wandered where the sun never shines. 

3. My friend came yesterday, and returned to-day. 

4. This is the unkindest cut of all. 

5. Yours was a life of suffering, mine, of exquisite delight. 

6. I am going, O my people. 

On a long and distant journey. 

—Hiawatha. 

7. Down the coast of Norway, 

Like a flock of sea-gulls, 

Sailed the fleet of Olaf 

Through the Danish Sound. 

—Longfellow, p. 259. 

2. Questions and Requirements. 

1. In what are the adverbial word, phrase, and clause 
alike ? 

2. Give an example of a word, phrase, and clause, 
each used to tell when something happened. 

3. In what respect are the adverbial phrase and clause 
alike ? 

4. In what respect are they unlike ? 

5. How do they differ in form ? 

6. In analyzing an adverbial clause, what should first 
be noticed ? 



2QA ADJECTIVE CLASSES. 

7. What should next receive attention ? 

8. In what respects are an adverbial clause and a 
principal clause alike ? 

9. In what do they differ? 

10. What must be prefixed to a clause before it can be 
used as an adverb ? 

11. Give principal clauses, and change them to adver- 
bial clauses. 

12. Give adverbial clauses, and change them to principal 
clauses. 

13. When should an adverbial clause be set off by the 
comma ? 

14. When is a sentence said to be comj^ound ? When 
complex ? 

3. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 5-7. 



' L^^gO>[ i6i. 

Acljectiye Clauses. 

1 . Instruction. 

1. We respect an industrious man. 

2. We respect a man of industry. 

3. We respect a man who is industrious. 

In the first sentence, we describe the man by the use 
of the word industrious, which assumes a quality of him. 
In the second sentence, we describe him by the phrase o/ 
i^idustry, which means the same as industrious. In the 
third sentence, we bring out the same thought by the use 
of the clause vnho is industrious. 

"Industrious" is an adjective; "of industry" is an ad- 
jective phrase; "Who is industrious" is an adjective clause. 
The word, the phrase, and the clause all describe the man 
by attributing to him the quality of industry. The word 



ADJECTIVE CLAUSES. 



205 



and the phrase assume the quality ; the clause predicates 
it, but represents it as a subordinate thought, secondary 
in importance to the thought predicated in the principal 
clause. 

The adjective clause is subordinate to a noun just as 
the adverbial clause is to a verb. As with the adverbial, 
so with the adjective clause ; we first speak of its use as 
a whole, then of its introductory or relation word, its sub- 
ject, predicate, etc. 

2. Examples. 

1. Happy is the man that findeth wisdom. 

2. We see not the hand which is guiding us. 

3. God honors the man who walks uprightly. 

.4, Mr. Austin has a clock that marks the changes of the 
moon. 

5. My friend sailed on the ship that left port yesterday. 

6. The poet Bryant was a man who loved the forest. 

7. He that winneth souls is wise. 

MODEL FOR ANALYSIS. 

Ex. — We respect a ma7i who is industrious. 

1. We is the subject. 

2. Respect is the predicate. 

3. A man who is industrious tells whom we 
respect. 

4. Man names a person. 

5. A denotes one but no definite one. 

6. WllO is industrious describes the kind of man 
here meant, by predicating a quality of him. 

V. WllO alludes to the man, to show who is described 
by this clause. 

8. WllO is the subject of the clause, and is indus- 
trious is the predicate. 

Remarks. — In sentence 2, God's providence is called 
a " hand " because he guides us by it as we lead the weak 
by the hand. In sentence 3, a man's course of conduct 
in life is compared to walking. One who is in the full 



206 



TEE RELATIVE PRONOUN AS SUBJECT. 



vigor of health, and has a clear conscience, walks uprightly ; 
so one who obeys God in all things is morally healthy and 
vigorous, is never turned aside by temptation, and never 
yields to wrong ; he is therefore said to walk uprightly. 

3. Seat Work. 

Stu4y the next lesson, and write the analysis of sen- 
tences 1, 3, and 5. 



The Relative Pronoun as Subject. 

1 . Instruction. 
A pronoun that shows a clauee to be in a subordinate 
relation to some noun, is called a relative pronoun. 

The noun which the pronoun represents is called its 
antecedent. A pronoun always means the same person 
or thing as its antecedent, and therefore must have the 
same person, number, and gender ; but it may represent 
that 2>erson or thing in a different relation, and hence is 
not necessarily put in the same case. 

PuNCTUATiox. — When the adjective clause is not re- 
strictive, it must be set off' by the comma. Notice the 
difference between the restrictive and non-restrictive clauses 
in this lesson. 

1. Does the adjective clause in the first sentence tell 
tchat Jane or which Jane is meant ? 

2. In the fifth sentence, does the adjective clause tell 
v'hat Voltaire is meant ? 

3. In the sixth sentence, does the adjective clause tell 
which man or what particular hind of man is meant ? 

4. In the third sentence, does the adjective clause tell 
what particular kind of persons have great influence in 
society ? 

5. Which of these clauses, then, are restrictive, and 
which are not ? 



THE RELATIVE PRONOUN AS OBJECT. ^Q? 



2. Examples. 

1. The child was much attached to Jane, who loved her 
dearly. 

2. Death is the season that tries our affections. 

3. Those who are wealthy frequently have great influence in 
society. 

4. The eye, that sees all things, sees not itself. 

5. Voltaire, who saw him, speaks repeatedly of his majestic 
appearance. 

6. The man who trusts in God is blessed. 

7. Oh, a dainty plant is the ivy green, 

That creepeth o'er ruins old. 

—B'lckens. 

3. Seat Work. 

Write the parsing of the relative pronouns in the next 



lesson. 



i<j^^^oK 163. 

The Relative Pronoun as Object. 

1. Examples. 

Was it the chime of a tiny bell 

That came so sweet to my dreaming ear, 

Like the silvery tones of a fairy's shell. 

That he winds on the beach, so mellow and clear? 

— John Pierpont. 

2. The evil that men do lives after them. 

3. The hills which our feet climbed in childhood are dear. 

4. He that gathereth in summer is a wise son. 

5. He liveth long who liveth well. 

6. The book of poems which I lent you was a present. 

7. He prayeth best who leaves unguessed 
The mystery of another's breast. 



208 



THE RELATIVE PRONOUN AS OBJECT. 



MODELS FOE, PARSING THE RELATIVE PRONOUN. 

Ex. — We mourn for the heroes who fell. 

Who is a relative pronoun. As a relative, it shows 
its clause to be in a subordinate relation to the noun 
heroes. As a pronoun, it is third per., plu. num., mas. gen., 
because it means the same as heroes. It is subject of the 
clause, and is therefore put in the nominative case. 

I Ex. — I found tJie pen which you lost. 

Whicll is a relative pronoun. As a relative, it shows 
its clause to be in a subordinate relation to the noun ^96/i. 
As a pronoun, it is third per., sing, num., neu. gen., be- 
cause it means the same as pen. It is object of the verb 
lost, and is therefore put in the objective case. 

Ex. — He tJtat walketh uprightly walketh surely. 

That is a relative pronoun. As a relative, it shows 
its clause to be in a subordinate relation to the pronoun 
he. As a pronoun, it is third per., sing, num., mas. gen., 
because it means the same as he. It is subject of the 
clause, and is therefore put in the nominative case. 

Remabks. — In sentence 4, middle life is compared to 
summer. In summer, everything is favorable %o the rais- 
ing of grains and fruits ; and he who improves the oppor- 
tunity and gathers in an abundant store, will not want 
Avhen winter comes. So middle life, when all the poAvers 
are vigorous and active, is a favorable time for acquiring 
knowledge and wealth ; so, too, we should improve the 
present life in laying up treasure in heaven. 

Sentence 5, contains a significant figure. He lives 
long who lives well, because he accomplishes more, even 
in a few years, than others do in a long life. 

The meaning of sentence 7 may seem at first a little 
obscure. To be prying into the secret thoughts and feel- 
ings of others is displeasing to God, and hinders commu- 
nication with him. 



RELATIVE PRONOUN IN THE POSSESSIVE CASE. ^QQ 



2. Seat Work. 
Study the next lesson ; write the parsing of the relative 
pronouns in sentences 1, 2, and 3, and the analysis of sen- 
tence 6. 



. I<E^^^O>[ 164. 

Relatiye Pronoun in the Possessive Case. 

1. Examples. 

1. I venerate the man whose heart is warm. 

2. They came to the chief man of the island, whose name 
was Publius. 

3. Contemplate him whose yoke is easy, and whose burden 
is light. 

4. None knew the burden that she bore. 

5. This plain was dotted with lovely lakes, whose waters 
shone in the slanting rays of the declining sun. 

6. Under the boughs of Wachita willows, that grew by the 

margin, 

Safely their boat was moored ; and scattered about on the 
greensward, 

Tired with their midnight toil, the weary travelers slum- 
bered. 

Suggestion.— In parsing whose, say, at the last, it is used to tell ivhose 
heart is meant, and is therefore put in the possessive case. 

Remarks. — Sentence 1., — The man has a warm heart 
who has kind and sympathetic feelings. Tender plants 
and flowers shrink and die in the cold, but give them 
warmth, and they thrive ; so selfishness and nnkindness 
blight the tender buds of affection and hope in the hu- 
man heart. But under the genial influence of kindness and 
sympathy they unfold into purity, beauty, and usefulness. 

Seyitence 3, — The service which Christ requires of us 
is here compared to the service that kind men require of 
beasts of burden. The yoke is so made that they can 

14 



2JQ BELATIVE PEONOUX AS OBJECT OF A PREPOSITION. 



work easily in it, and they are not overloaded ; so the 
service required of us is never hard when we perform it 
willingly. 

2. Seat Work. 
Write the parsing of the pronouns and prepositions 
in sentences 5 and 6. 



i^j^ggox 165. ■ 

Relative Pronoun as Object of a Preposition. 

1. Examples. 

1. The streams at which our young lips drank are sweet. 

2. Every good man loves the country in which he was born. 

3. The flowers that bloom in early spring are generally 
small and delicate. 

4. It is a maxim Avhose truth many have realized. 

5. It is a maxim the truth of which many have realized. 

6. One long bar of purple cloud, on which the evening star 
shone like a jewel on a scimitar, held the sky's golden gateway. 

7. The vallej^ stream is frozen. 

The hills are cold and bare, 

And the wild white bees of winter 

Swarm in the darkened air. 

—Bayard Taylor. 

MODEL FOR ANALYSIS. 

Se}itence 1. 

1. Streams is the subject, and are sweet is the predicate. 

2. At lohich our young lips dranJc tells what streams 
are meant. 

3. Lijys is the subject of the clause, and drank is the 
predicate. 

4. At which, meaning at the streams, tells where 
our lips drank. 

5. Wllicll alludes to the streams to sliow wliat this 
clause describes. 



ADJECTIVE CLAUSES CONTINUED. 211 



MODEL FOR PAUSING. 

Which is a relative pronoun. As a relative, it shows 
its clause to be in a subordinate relation to the noun 
streams. As a pronoun, it is in the 3cl per., plu. num., neu. 
gen., because it means the same as streams. It is object 
of the preposition at, and is therefore put in the ohjective 
■case. 

Remarks. — In sentence 1, the streams are said to be 
sweet to our young lips because in youth we have a 
keener relish than in after years ; but the real meaning 
is that, as we have a keener relish for food, so we have 
a livelier appreciation of all the enjoyments of life, hence 
they seem dearer to us. 

Sentence 6 contains two beautiful figures. In the 
iirst, it is clearly stated that the star on the cloud shines 
like a jewel on a scimitar. This is called a Simile. In 
the second, the comparison is not stated, but merely im- 
plied. That part of the sky where the sun has just gone 
out of sight is called heaven's gateway, because the sun 
has seemed to go out at it, as one would go out through 
a gateway. It is called golden, because ,it is bright and 
yellow like gold. Such a figure is called a 3Ietaphor. 

2. Seat Work. 
Select three sentences each containing a relative pro- 
noun as subject ; two, with a relative pronoun as object 
of a transitive verb ; one, with a relative pronoun in the 
possessive case ; and one, with a relative pronoun as object 

of a preposition. 

» — • — ^ 

Adjective Clauses. — Contiuiied. 



1. Examples. 

1. Before me spreads the lake, 

Whose long and solemn -soundmg waves 
Agamst the smiset break. 



212 



ABJECTIVE CLAUSES COSTIXUED. 



2. The laws which govern the world are universal. 

3, The laws by which the world is governed are universaL 

4 He it was whose hand in autumn 

Painted all the trees with scarlet, ^ 

Stained the leaves with red and yellow; 

He it was who sent the snow-flakes, 

Sifting, hissing through the forest, 

Froze the ponds, the lakes, the rivers. 

Drove the loon and sea-gull southward, 

Drove the cormorant and curlew 

To their nests of sedge and sea-tang 

In the realms of Shawondasee. 

—Longfellow, p. 145 

2. Seat Work. 
Study the next lesson, and write the parsing of the 
pronouns. 



Adjective Clauses.— Coutimied. 

1. Examples. 

1. The prince that wanteth understanding is also a great 
oppressor. 

2. She is a tree of life to them that lay hold upon her, and 
happy is every one that retaineth her. 

3. Within, in the wide old kitchen. 

The old folks sit in the sun, 
That creeps through the sheltering woodbine, 
Till the day is almost done. 

4. O mountain friends 1 with mine 
Your solemn spirit blends. 

5. He whose presence fills 
With light the space of these hills 
No evil to his creatures wills. 

Remakk. — Sentence 2 speaks of wisdom as a tree of 
life. I>y eating of the tree of life, men may perpetuate 



ADJECTIVE CLAUSES CONTINUED. 2 J -5 

tbeir existence forever ; so by following the dictates of true 
wisdom they may secm-e eternal life, for it will make 
them wise mito salvation. Therefore, wisdom is said to be 
a tree of life to them that lay hold upon her. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tence 2, 



]:<i{^^o>[ i6§. 

Adjective Clauses. — Continued. 

1. Examples. 

1. Sometimes along the wheel-deep sand 

A one-horse wagon slowly crawled, 

Deep laden with a youthful band, 

Whose look some homestead old recalled. 

— Whittier, p. 296. 

2. Slowly lifting the horn that hung at his side, and ex- 

panding 

Fully his broad, deep chest, he blew a blast, that re- 
sounded 

Wildly and sweet and far, through the still, damp air of 
the evening. —Longfellow, p. 112. 

3. Long and thin and gray were the locks that shaded his 
temples. 

4. He that only rules by terror 

Doeth grievous wrong. 

— Tennyson. 

5. The woodlands wore a gloomy green, 

The tawny stubble clad the hill ; 

And August hung her smoky screen 

Above the valleys, hot and still. 

—Bayard Taylor. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tence '3. 



214 



ADJECTIVE GLAUSES CONTINUED. 



i<s^^^oX 169. 

V Adjective Clauses.— Continued. 

1. Examples. 

1. Late, with the rising moon, returned the wains from the 

marshes, 
Laden with briny hay, that filled the air Avith its odor; 
Cheerily neighed the steeds, with dew on their manes 

and their fetlocks. 
While aloft on their shoulders the wooden and ponderous 

saddles, 
Painted with brilliant dyes, and adorned with tassels of 

crimson , 
Nodded in bright array, like hollyhocks heavy AA-ith 

blossoms. -Longfellow, p. 98. 

2. Under a towering oak, that stood in the midst of the 

village, 

Knelt the Black Robe chief with his children. 

—lUd.jj. 117. 

3. Yet, "twas a pleasant toil to trace and beat 

Among the glowing trees this winding way, 
While the sweet autumn sunshine, doubly sweet, 

Flushed with the ruddy foliage, round us lay. 

As if some gorgeous cloud of morning stood 

In glory mid the arches of the wood. 

—Bryant p. 308. 

Reisiarks. — In sentence 1, while is a coordinate con- 
junction, as may be proved by putting and in its place. 
It is slightly different in meaning from and, but not more 
so than yet. It is in some respects like nor ; for while 
nor is exactly equivalent to and and the negative adverb 
not, v^Iiile seems to be equivalent to and and an adverbial 
phrase denoting simultaneous time. '■'■And at the same time'''' 
might take, the place of ichile in sentence 1. While, when 
used in this way, seems also to ini})ly that the clause 
following it, although coordinate witli the one l)efore it, 
is slightly secondary to it in importance. 



ADJECTIVE CLAUSES WITH WHEN AND WHERE. ^^^ 

In sentence 3, at the beginning of the fifth line, are 
two conjunctions — as and if. As is all that remains of 
a clause whose predicate is modified by the clause intro- 
duced by if. Supplying the ellipsis, it would read, " As 
it would lie if some gorgeous cloud," etc. For the sake 
of brevity, however, it is as well, after having explained 
as above, to parse as if together as a conjunction intro- 
ducing the clause that follows. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 1, 4, and 5. 



Adjective Clauses Introduced by When and Where. 

1. Instruction. 

1. I remember the daij When I first left home. 

2. We passed the house where the murder was committecL 

In sentence 1, tvhen I first left home is added to the 
noun day to show what particular day is meant ; it must 
therefore be an adjective clause. We may give further 
proof of its being an adjective clause by putting in its 
place an adjective phrase, or an adjective clause of the or- 
dinary form. Thus : — 

1. I remember the day of my first leaving home. 

2. I remember the day on which I first left home. 

By noticing the last sentence it will be seen that 
token, as used in the example at the head of this lesson, 
is just equivalent to on tohich. Now 07i tchich is an 
adverbial phrase modifying the verb in the subordinate 
clause ; but lo/iich, the object of the preposition in that 
phrase, is a relative 2^^'onoitn, and alludes to the day, to 
show what is described or pointed out by the subordinate 
clause. 



2l6 



ABJECTIVE CLAUSES WITH WHEN AND WHEEE. 



1. Repeat the subordinate clause found in the second 
sentence at the head of this lesson. 

2. For what purpose is it used ? 

3. Put in its place an adjective clause containing a 
relative pronoun. 

4. What relation is shown bj the relative pronoun ? 

5. Then what relation is shown by the word loheref 

6. What would be the use, or office, of the phrase in 
which f 

1. Then what two purposes are served by the word 
zohere, since it is equivalent to the phrase m which f 

8. Are the words idien and inhere commonly used as 
they are in these sentences ? 

9. Give sentences in which these words are used as 
conjunctions. 

10. Give sentences in which they are used as adverbs. 

2. Examples. 

1. The rootlets of the trees found the prison where she lay. 

2. We visited the place where the old chief was buried. 

3. We know not the time when he cometh. 

4. They emerged into broad lagoons where silvery sand-bars 
lay in the stream. 

5. So, with aching limbs and head, 

Plod I to a quiet glade, 

Where a miniature cascade. 

Fashioned by some artist's cunning, 

Over shells and stones is running. 

—Goethe. ■ 

MODEL FOR ANALYSIS. 

Ex. — / hnow the, rock whence those waters flow. 

1. Z is the subject, hnoio is the predicate, and roch 
names the thing that I knoAv. 

2. Whence those waters flow tells what par- 
ticular rock is meant. 

3. Whence alludes to the rock here meant, in order 
to show what tliis clause describes. 



CLA USES WITH WHEN AND WHERE CONTINUED. ^ij 

4. Waters is the subject of the clause, and Jiow is the 
predicate. 

MODEL FOE, PARSING, 

Whence is a relative adverb. 

As a relative, it shows its clause to be subordinate to 
the noun rock. 

As an adverb, it modifies the verb Jlow. 

3. Seat Work. 

Study the next lesson ; write the analysis of sentences 
2 and 4, and the parsing of the relative adverbs in all the 
sentences. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. They reached a spot where the narrow road descended to 
the river through deep and gloomy woods, 

2. There come moments in life when our feelings find ex- 
pression both in smiles and in tears, 

3. In the leafy tree-tops, where no fears intrude, merry 
birds are singing. 

4. Open now the crystal fountain 

Whence the healing waters flow. 

5. Toward the south end of the plateau are many shapeless 
ruins, that probably indicate the site of Herod's palace, 

6. The entire locality now presents a scene of indescribable 
desolation, and all who visit it are impressed with the mournful 
though magnificent outlook over the Dead Sea, and the picturesque, 
wild, and worn mountains of Moab and Edom beyond, 

—Land and Book, %i. 295, 

Remarks. — In sentence 3, ichere no fears intrude is 
not used to tell what tree-tops are meant, but rather to 
describe them as a safe retreat for the birds. 

In sentence 4, ivheyice means from ichich, and per- 



2jg CLAUSES INTRODUCED BY RELATIVE ADVERBS. 



foiTus the same office as ivhere. In sentence 6, though is 
a coordinate conjunction, nearly equivalent to yet. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 2 and 4. 



Clauses Introduced by Relative Adverbs. 

1. Examples. 

1. We are told of a home where sorrow never comes. 

2. In that hour when night is calmest, 
Sang he from the Hebrew psalmist. 

3. After a day of cloud and wind and rain, 
Sometimes the setting sun breaks out again, 

And, touching all the darksome woods with light, 

Smiles on the fields, until they laugh and sing; 

Then, like a ruby from the horizon's ring, 

Drops down into the night. 

—Lo7igfeUoii\ p. 353. 

4. Pass on to homes where cheerful voices sound, and cheer 
ful looks are cast. 

5. The marble flags of the corridor 
Through open windows meet the floor, 
And Moorish arches in darkness rise 
Against the gleam of the silver skies; 

' Beyond, in flakes of starry light, 

A fountain prattles to the night, 

And dusky cypresses, withdrawn 

In silent conclave, stud the lawn ; 

While mystic woodlands, more remote, 

In seas of airy silver float. 

—Bayard Taylor. 

MODEL FOR THE ANALYSIS OF A LONG SENTENCE. 

Sentence 3. 

1. Sun is the subject. 

2. JBreaks, s?mles, and droj^s are the predicates. 



RELATIVE ADVERBS CONTINUED. 2IQ- 

3. And shows that breaks and smiles are coordinate, 
but the connective is omitted between smiles and drops. 

4. Touching all the darksome woods vnth light de- 
scribes the sun by assuming an action of it. 

5. On. the fields tells where the sun smiles, and U7itil 
they laugh and sing shows the effect of that action. 

6. Then tells when the sun drops ; like a rid)y from 
the horizon^ ring tells by comparison how it drops, down 
tells which way, and into the flight, where. 

7. After a day of cloud and .icind and rain tells 
when the sun does all these things. 

8. Sometimes shows that these actions do not com- 
monly take place under such circumstances, but only occa- 
sionally. 

2. Seat Work. 

Select — 

(a.) Two adjective clauses, one introduced by when 
and the other by ivhere. 

( h.) Four adverbial clauses, two introduced by when 
and two by ivhere. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. Alden went into the tranquil woods, where blue-birds 

and robins were building towns in the populous trees. 

—Longfellow^ in Miles Standish. 

2. Each heart has its haunted chamber, where the silent 
moonlight falls. Longfellow, p. 228. 

3. Into the mirror of the brook, 

Where the vain blue-bird trims his coat, 

Two tiny feathers fall and float. 

—J. T. Troivhridge. 

4. And he thought on the days that were long since by, 

When his limbs were strong, and his courage was high. 

—Scott. 



2 20 RELATIVE PBONOUN USED AS AN ADJECTIVE. 



5. I love the garden wild and wide, 

Where oaks have plum-trees by their side ; 

Where woodbines and the twisting vine 

Clip round the pear-tree and the pine. 

—Allan Ramsay. 

RsMAEKS. — In sentence 1, the adjective clause does 
not tell loJtat woods are meant, but describes them by tell- 
ing what was going on there. 

In sentence 2, the heart is taken to represent the 
feelings, and the thought seems to be that there are mo- 
ments in every one's life, when, by certain trains of 
thought, he is brought into a state of feeling similar to 
what one might be supposed to have in a haunted cham- 
ber where the silent moonlight falls ; and at such moments, 
absent or departed friends are seen in imagination, as 
clearly as ghosts are said to be seen. 

2. Seat Work. 
Study the next lesson; write the parsing of all the 
relative pronouns, and the analysis of sentence 3. 



Relative Pronoun used also as an Adjectiye. 

1. Instruction. 

1. I accept any terms which you 2'>^'opose. 

2. I acci'pt whatever terms you j^ropose. 

By comparing these sentences it will be seen that they 
are alike in meaning, and that whatever is exactly equiva- 
lent to the two words any and ivhich. Now ani/ is a limit- 
ing adjective, and vJiich is a relative pronoun; and since 
whatever does the M'ork of these two words, it is plain that 
it should be parsed both as a limiting adjective, and as a 
relative pronoun. 



RELATIVE PRONOUN USED AS AN ADJECTIVE. 22 1 

2. Examples. 

1. Take whatever course suits you. 

2. I obtained what help I needed. 

3. Whatever alms were received were given to the poor. 

4. Make what preparations are necessary. 

5. I sent what money I had. 

6. Bear patiently whatever misfortunes fall to your lot. 

7. I bought whatever provisions were needed. 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. Thou or you, understood, is the subject. 

2. Take is the predicate. 

3. Course is the object of the verb. 

4. Whatever suits you points out the course here 
meant. 

5. Whatever alludes to the course, to show what 
the clause describes. 

6. Whatever is the subject of the clause, and suits is 
the predicate. 

MODEL FOE, PARSING. 

W^hatever is a relative pronoun, used also as an ad- 
jective. As a relative, it shows its clause to be in a sub- 
ordinate relation to the noun course. As a pronoun, it is 
3d, sing., neu., because it means the same as course. It is 
subject of the clause, and is therefore put in the nominative 
case. As an adjective, it is equivalent to any, and limits 
the noun course. 

Remark. — In sentences 2, 4, and 7, the relative pro- 
noun, in its adjective use, is nearly equivalent to the. In 
some sentences it is (in its adjective use) equivalent to any, 
and in others, to all. 

3. Seat Work. 

Study the next lesson, and write the parsing of the 
relative pronouns. 



229 BEL AT IT E WITH ITS NOU^^ UNDERSTOOD. 



Relative Pronoun Representing a Noun Understood. 

1 . Instruction. 

1. I accept whatever terms you propose. 

2. I accept whatever .... \jou propose. 

By comparing these sentences, it will be seen that in 
the second, the relative pronoun represents some nomi (like 
terms) understood; and that, in all respects, it sustains the 
same relation to that noun understood that it would to the 
.same noun exjjressed. 

2. Examples. 

1. Buy what books you need. 

2. Buy what you need. 

3. Remember what hardships they endured. 

4. Practice what you teach. 

5. He fails in whatever enterprise he undertakes. 
C. Observe what you are taught. 

7. Whene'er a noble deed is wrought, 

Whene'er is spoken a noble thought, 

Our hearts, in glad surprise, 

To higher levels rise. 

—Longfelloic, ;?. 223. 

MODEL FOR ANALYSIS. 

Sentence 2. 

1. TJiou or you, understood, is the subject. 

2. Bay is the predicate. 

3. Some noun understood is the object of buy. 

4. What you need describes the thing, or things, 
named by the noun understood. 

5. What alludes to that noun to shoAv what the 
clause describes. 

6. Yoit is the subject of the clause, need is the pred- 
icate, and wJiat is the object of 7ieed. 



RELATIVE WITH ITS NOUN UNDERSTOOD. ^^^ 



MODEL FOR PARSING, 

Wliat is a relative pronoun, used also as an adjec- 
tive. As a relative, it shows its clause to be in a subor- 
dinate relation to aome, noun understood. As a pronoun, 
it represents the noun understood, and must therefore have 
the same person, number, and gender. It is object of the 
verb need., and is therefore put in the objective case. As 
an adjective, it is equivalent to the, and limits the noun 
understood. 

Remarks. — If the sentence analyzed and parsed above 
has reference to the qimntity of anything ; such as, wheat, 
hay, flour, or sugar, what, in its adjective use, would be 
equivalent to all the; for the meaning would be, "Buy all 
the flour which you need." 

Who is sometimes used instead of whoever; as, " Who 
steals my i')urse., steals trash,'' meaning '^Whoever steals," or 
'■'■Any person loho steals,'' etc. 

Note. — Teachers who prefer to do so may use the models given below in- 
stead of those above. Those above are more thorough and complete; those be- 
low, more common, 

MODEL FOR ANALYSIS. 

Ex.— Buy ivhat you need. 

1. 7'hou or you is the subject; buy is the predicate; and w?iat. as antece- 
dent, is object of the verb. 

2. Wliat, as antecedent, is limited by the adjective clause what you need. 

3. You is the subject of the clause; need is the predicate, and what, as 
relative, is its object. 

MODEL FOR PARSING. 

Wliat is a pronoun, and since it performs the office of both antecedent 
and relative, it is said to be compound. It is 3d, sing, or plu., neu. ; as ante- 
cedent, it is object of the verb buy, and as relative, it is object of the verb need. 

3. Seat Work. 
Study the next lesson, and select sentences that will 
exemplify the adjective clause introduced in all the different 
ways that have been noticed. 



224 



RELATIVE PRONOUN CONTINUED. 



Subject of the Last Lesson Contiuiied. 

1. Examples. 

1. I sent what I had. 

2. Take whichever picture you prefer. 

3. Whoever commits sin dishonors God. 

■4. He records whatever discoveries are made. 

5. I saw what you had in your hand. 

6. Perform faithfully whatever duties are required of you. 

7. There was a considerable breeze, yet the water was calm 
and motionless. 

Remark. — Much difference of opinion prevails among 
authors in regard to as and than in such sentences as the 
following : — 

1. He hired as much help as was needed. 

2. He hired more help than was needed. 

Some contend that as and than, as here used, are rel- 
ative pronouns ; others, supposing the sentences to be 
highly elliptical, regard them as conjunctions. Those who 
regard the sentences as elliptical, supply the ellipsis some- 
thing as follows : — 

1. He hired as much help as Avas the help that was needed. 

2. He hired more help than was the help that was needed. 

These words can be better explained after we have 
studied correlative clauses. 

2. Seat Work. 

Study the next lesson, and write the analysis of sen- 



tence 5. 



ADJECTIVE GLAUSES CONTINUED. 



225 



Adjective Clauses.— Continued. 

1. Examples. 

1. We obeyed whatever orders were given. 

2. We learned what you assigned us. 

3. The high wall, on the top of which ran the aqueducts, was 
faced with small stones, neatly cut, and fitted into it in patterns 
like tessellated pavement. — Land and Book. 

4. He bore patiently whatever fell to his lot. 

5. Along the roadside, like the flowers of gold 

That tawny Incas for their gardens wrought, 

Heavy with sunshine droops the golden-rod. 

— Whittier, p. 335. 

6. I have a part of what you sent me. 

2. Seat Work. 

Study the next lesson. 



Review. 

1. Questions and Requirements. 

1. When should adjective elements be set off by the 
comma ? 

2. How may we make a distinction between adjective 
phrases introduced by a preposition, and those consisting 
of an adjective with its modifiers, or of two or more ad- 
jectives joined coordinately '? — The former class may be 
called simply adjective phrases, and the latter adjectival 
phrases. 

3. Give an example of an adjective phrase that is set 
off by the comma because it is not restrictive. 

4. Give an example of an adjectival phrase that is set 
off for the same reason. 

IS 



226 



CHANGING CONSTRUCTIONS. 



5. Give a sentence containing an appositional phrase 
that should be set off by the comma. 

6. Give a sentence containing a restrictive participial 
phrase. 

7. Give a sentence containing a participial phrase that 
is not restrictive. 

8. Give a sentence containing an adjective clause that 
is not restrictive. 

9. Give a sentence containing a restrictive adjective 
clause. 

10. Change your adjective clauses to participial phrases, 
and your participial phrases to adjective clauses, without 
changing the meaning of the sentences. 

11. A\nien should adverbial clauses be set off b)' the 
comma ? 

12. Give an adverbial clause that should not be set off. 

13. Give an example of an adverbial clause that should 
be set off because not closely connected in sense with the 
word it modifies. 

2. Seat Work. 

Study the next lesson, and write the changed forms 
of the constructions. 



i<5^ggox 179. 

Changing Constructions. 

1. Exercises. 
{a.) Change the form, so far as possible, of all the 
adjective elements in the sentences below ; changing words 
to phrases, phrases to clauses, and vice versa. In like man- 
ner change the phrases from one form to another. 

EXAMPLES. 

1. But Time, the old sailor, tugged away at his oar and 
kept steadily on. 

2. There is no place whicli is too humble for the glories of 
heaven to shine in. 



CHANGING CONSTRUCTIONS. 22? 

3. His work, J&nished in good time, showed his diligence. 

4. In the production and preservation of order, all men 
recognize something that is sacred. 

5. Every teacher loves a pupil who is attentive and docile. 

6. And when the moonrise flooded coast and bay, 
He climbed the headland stretching far away. 

7. Now came the brilliant mornings, kindling all 
The woody hills with pinnacles of fire. 

8. Cradled in the camp. Napoleon was the darling of his 
army. 

9. She, the mother of thy boys, will talk of thy doom with- 
out a sigh. 

10. It was a grove of date-trees, clustering close about a 
tiny spring. 

11. The bright flowers, living, fading, dying, are fit emblems 
of human life. 

12. The best sermon which was ever preached upon modern 
society is "Vanity Fair." 

13. A ship, sailing across the channel, struck a hidden rock. 

14. Upstood 

The hoar, unconscious walls, bisson and bare, 
Like an old man, deaf, blind, and gray. 

15. From the trees 

That shook down pulpy dates, and from the spring. 
The quiet author of that happy grove. 
My wants were sated. 

16. A man of calm and equable temper commands the respect 
of all who associate with him. 

17. Among them is standing Sandalphon, the angel of glory, 
Sandalphon, the angel of prayer. 

( h.) Look over past lessons, and change the construc- 
tions as you have been changing those of this lesson. 

2. Seat Work. 
Study next lesson, and write the parsing of all the 
pronouns. 



2 9g PRONOUNS USED IN ASKING QUESTIONS. 

■I<^g^O^ i§o. 

Prououus used in Asking Questions. 

1 . Instruction. 

From the examples in the exercise below, it will be 
seen that the pronouns ivho, which, and what are often 
employed to represent the person or thing inquired for ; 
and since they are thus used in asking questions (interro- 
gating), they are called interrogative pronouns. 

Interrogative pronouns have some peculiarities. They 
are the same words that are so often used as relative pro- 
nouns ; but, unlike the relative pronouns, they have no 
antecedent expressed, and do not show the clause to be in 
a subordinate relation to any word. 

The interrogative pronoun can have no antecedent ex- 
pressed, for, if the speaker or writer could name the per- 
son or thing inquired for, the inquiiy would be unneces- 
sary, and no interrogative pronoun would be used. For this 
reason the number and gender of an interrogative pronoun 
are often indefinite. 

2. Examples. 

1. Who comes there ? 

2. What grieves you ? 

3. What is his name I 

4. What is he doing? 

5. Which suits you best? 

6. Whom was he calling? 

7. Whose horse ran away? 

8. For whom were you inquiring? 

9. Whose house was burned last night? — Mr. Joy's. 
10. W^ho is sitting under the tree ? — Joseph. 

MODELS FOR ANALYSIS. 

B.v. — Who came with ijou? 
Who is the subject ; it alludes to the person inquired 
for ; came is the predicate; etc. 



FBONOUNS USED IN ASKING QUESTIONS. 22Q 



Ex. — Whom seek ye? 
Whom alludes to the person inquired for as the one 

sought. 

Ex. — Whose hook have you? — Clara^s. 

1. Whose alludes to the person inquired for as the 
owner of the book. 

2. Clara's answers the question by rej^resenting the 
elliptical clause, "I have Clara's book." 

MODELS FOR PARSING. 

Ex. — Who are you? 
Who is a pronoun, interrogative, third person, num- 
ber and gender indefinite ; it is used with the copula to 
form the predicate, and is therefore put in the nominative 

case. 

Ex. — Whose child is that? 

Whose is a pronoun, interrogative, third per., sing, 
num., gender unknown ; used to inquire for the possessor, 
and therefore put in the possessive case. 

Ex. — Whose grammar do you use? — Greene's. 

Whose is a pronoun, interrog., 3d., sing., gender un- 
known ; it inquires for the author, and is therefore put in 
the possessive case. 

Greene's is a noun, proj^er, 3d, sing., masc. ; it 
limits the noun gram^nar, understood, by denoting author- 
ship, and is therefore put in the possessive case. 

3. Seat Work. 

Study the next lesson ; select three interrogative sen- 
tences introduced respectively by the interrogative pronouns 
who, ivhich, and luhat ; and four interrogative sentences in- 
troduced respectively by the adverbs rohen, why, how, and 
ichere. 



2^Q ADJECTIVES USED I N T EER G ATI V ELY . 

Adjectives Used Interrogatively. 

1. Examples. 

1. What noise is that? 

2. Which State has the greatest population? 

3. What man lived longest? 

4. Beneath, terrific caverns gave 

Dark welcome to each stormy wave 

That dashed, like midnight revellers, in. 

— J/oo;'5. 

5. Which is the lesson ? 

6. For whom were you waiting] 

7. What I learned I remember. 

8. Who cares for him? 

9. I think of thee whene'er the sun is glo^vdng 

Upon the lake; 

Of thee, when in the crystal fountain flowing 

The moonbeams shake. 

— Goethe. 

Remarks. — In sentence 1, the subject is noise^ under- 
stood, or the word that representing noise. Is ivhat noise 
is the predicate ; it inquires for the particular noise — per- 
haps we might say the identity of it. If I say, " What 
man is that," is what man inquires for the identity of the 
man denoted by the subject; man names one of a class, 
and what inquires for his individual name. That should 
be parsed as a limiting adjective, belonging to the noun 
inan understood ; and if it is regarded as representing that 
noun, it is a substantive, subject of the sentence, and there- 
fore put in' the nominative case. What should be parsed 
as an adjective, limiting, added to the noun m/xn to inquire 
for his identity — his proper name. 

In trying to determine the subject in such sentences, 
remember tliat whenever the interrogative pronoun is used 
with the copula to inquire for the identity of a thing, it 



INTERROGATIVE ADJECTIVES CONTINUED. ^-ll 

must be a part of the predicate, instead of being the sub- 
ject. For instance, in sentence 5, is which is the predicate, 
for i<t inquires for the particular kind of lesson here meant. 
The interrogative pronouns lohich and what might be 
regarded as interrogative adjectives limiting a noun under- 
stood, but they are commonly parsed as pronouns when- 
ever the noun is not expressed. 

2. Seat Work. 
Study the next lesson, and select three sentences in- 
troduced by interrogative adverbs ; three introduced by 
interrogative adjectives ; and three, by interrogative pro- 
nouns. 



Interrogative Adjectives.— Continued. 

1. Examples. 

1. What is his name] 

2. What studies are you pursuing] 

3. Always seek for what you most need. 

4. Who fell on that bloody field where heroes bled? 

5. Which horse is yours? 

6. What implement is that which you hold in your hand? 

7. Which is the largest ocean? 

8. Whose rod was kept in the ark ? 

9. I see thee when the wanton wind is busy, 

And dust-clouds rise; 
In the deep night, when o'er the bridge so dizzy 

The wanderer hies. 

— Goethe. 

2. Seat Work. 

Study the next lesson, and write the parsing of all 
the conjunctions, and the analysis of sentences 7 and 8. 



232 



SUBSTANTIVE CLAUSE AS OBJECT. 



Substantive Clause as Object. 

1. Instruction. 

I hear that you are going to Europe* 

In this sentence, that you are going to Europe tells 
what I hear. It is a clause, for it has a subject and pred- 
icate,' and since it is the object of the transitive verb Aear, 
it does the work of a noun ; for nouns and pronouns are 
the words commonly used in that office. I^ouns and pro- 
nouns are called substantives; and since this clause does 
the work of a noun or pronoun, it is called a substan- 
tive clause. 

2. Examples. 

1. I know that my Redeemer liveth. 

2. I believe that the Bible is a sacred book. 

3. We found that he was prepared. 

4. I deny that I deceived yon. 

5. What wicked man murdered all his brothers? 
0. We admit that we were wrong. 

7. They acknowledged that they were defeated. 

8. Our happiness depends on what we deshe. 

9. I fear that I weary j^ou. 

10. Some deny that Bonaparte was a great man. 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. / is the subject. 

2. Know is the predicate. 

3. That my Redeemer liveth tells what I know. 

4. That shows the clause to be subordinate in rank. 

5. Redeemer is the subject ; liveth is the predicate ; 
and my, by alluding to tlie person speaking, tells whose 
Redeemer is meant. 



SUBSTANTIVE CLAUSES CONTINUED. 2'!'! 



MODEL FOR PARSING. 

That is a conjunction, subordinate ; it introduces . a 
substantive clause which is object of the verb know. 

3. Seat Work. 
Study next lesson ; write the parsing of the interroga- 
tive and relative pronouns, and the analysis of sentence 7. 



I<^ggOK i§4. 

Substantive Clauses Introduced by Interrogative 
Pronouns. 

1. Instruction. 
I know who took the melons. 

In this sentence, loho took the melons is a substantive 
clause, object of the verb kjioic. If this clause stood alone, 
it would be interrogative ; so the pronoun icho, which in- 
troduces it, is called an interrogative pronoun. It seems 
best to call these pronouns interrogative from the follow- 
ing considerations : — 

1. Such a pronoun cannot be personal, for its person 
cannot be determined from its form. 

2. It cannot be a relative pronoun, for it does not 
show its clause to be in a subordinate relation to any word. 

'3. It agrees with the interrogative pronoun in the 
following particulars : — 

{a.) Its number and gender are often indefinite. 

( h.) It has no antecedent expressed. 

( c.) It introduces a clause which would, in most cases, 
ask a question if it stood alone. 

2. Examples. 

1. We heard who was elected. 

2. He knows who burned the buildmg. 

3. He said, "Lord, who is it?" 



^^. SUBSTAyriVE CLAUSES CONTINUED. 

2j4 



4. What next befell me then and there 

I know not well. —Byron. 

5. I know who you are. 

6. I know who took the books that lay on the table. 

7. Scatter the wheat for shipwrecked men, 

Who, hunger- worn, rejoice again 

In the sweet safety of the shore. 

—Bryant., p. 247. 

MODEL FOR A2fALYSIS. 

Sentence 1. 

1. TFe is the subject, 

2. Hecwd is the predicate. 

3. Who was elected tells what we heard. 

4. Who is the subject of the subordinate clause ; was 
elected is the predicate. 

MODEL FOR PARSING. 

Who is a pronoun, interrogative, 3d., sing., gender 
indefinite ; it is subject of the clause, and is therefore put 
in the nominative case. 

3. Seat Work. 
Study the next lesson ; Avrite the parsing of the con- 
junctive adverbs, and the analysis of sentence 7. 



Substautive Clauses Introduced by Conjunctive 
Adverbs. 

1 . Instruction. 

tluit he hid the money, 
ivho hid the money. 

We Jieard ^ ^^'^ ^^ ^^^ *^^ money. 
liow he hid tlie money. 
when he hid the money. 
where he, hid the money. 

By studying this diagram, it may be seen that a sub- 
stantive clause used as object of a transitive verb may be 



8 UB S TA N TI VE CLAU 6' ES CON TIN UED . 



235 



introduced by the conjunction t/iat, by an interrogative 
joroncun, or by one of the adverbs why, how, when, or where. 
Each of these words has its peculiar signification. That 
directs attention to the action — the fact of his hiding the 
money ; who directs attention not so much to the action 
as to the person that performs the action ; why intimates 
that attention is called chiefly to the person's motive or 
purpose in hiding the money ; how calls attention to the 
mamner of the action, rather than to the action itself ; 
when, to the time; and where, to the place. 

2. Examples. 

1. He told how the ship was managed. 

2. The Indian knows where his friends are buried, 

3. We know not when his life departed. 

4. I heard why he declined the office. 

5. I guessed how the box was opened. 

6. No man ever heard how the conflict ended. 

7. We never knew why he concealed his left hand. 

8. At his death he told where the body was hidden. 

MODEL FOE, ANALYSIS. 

Sentence 2. 

1. Indian is the subject. 

2. Knows is the predicate.. 

3. Where liis friends are buried tells what 
the Indian knows. 

4. Where shows the clause to be subordinate in rank. 

5. Friends is the subject ; are buried is the predicate ; 
and his, by alluding to the Indian, tells whose friends are 
meant. 

MODEL FOR PARSING. 

Where is a conjunctive adverb. As a con- 
•junction, it introduces a substantive clause that is object 
of the verb knows ; as an adverb of place, it modifies the 
verb are buried. 

Remark. — Some may think that how as an introductory 



236 



I 
THE SUBSTANTIVE CLAUSE AS SUBJECT. 



word does not show its clause to be subordinate in rank, 
since a clause with this word at its head may be an 
exddmatory sentence. But exclamatory sentences are used 
in expressing strong emotion, and when such a clause is 
made the object of a transitive verb, it becomes a direct 
quotation, the word lioic begins with a capital letter, does 
not show its clause to be subordinate, and should be parsed 
merely as an adyerb. But in the ordinary expression of 
thought, the case is different. Drop the word how from 
the subordinate clause in the first sentence of this lesson, 
and see if it will be a subordinate clause without that word. 
Could it in that form be used as object of the yerb toldl 

3. Seat Work. 
Study the next lesson ; write the analysis of sentences 
2 and 3, and the parsing of the conjunctive adverbs in 
the remaining sentences. 



I^I^g^OK i86. 

The Substantive Clause as Subject. 

1 . Instruction. 
1. That you are studious ajqjears from your recitations. 
This sentence has a subordinate clause for its subject. 
T/((/t introduces the clause, and shows it to be subordinate 
in rank. True, the clause as subject cannot be subordinate 
to any particular word ; but it is not a principal clause, 
for it would not make com2)lete sense if it stood alone ; 
and since it is an element in a sentence, and could not 
constitute a sentence in itself, it is called subordinate. It • 
is shown to be subordinate by the word that, for if this 
word were removed, the clause would make complete sense 
standing alone, and would therefore be a principal clause. * 



SUBSTANTIVE CLAUSES IN PREDICATE. ^^ij 

2. Examples. 

1. That the prisoner is guilty was proved by many witnesses. 

2. How you obtained the money so soon is a mystery to me. 

3. That the man confessed his guilt when no evidence was 
found against him, surprised the court. 

4. How he made his escape is a mystery. 

5. When he gave the fatal blow is a matter of uncertainty. 

6. Where he concealed the body is a subject that is much 
discussed. 

7. A pale yellow glow on the horizon told us where the 
lights of Edinburgh were afire. 

8. He knew by the streamers that shot so bright, 
That spirits were riding the northern light. 

MODEL FOE, ANALYSIS. 

Sentence 1. > 

1. Tliat the prisoner is guilty is the subject. 

2. Was proved is the predicate. 

3. The subject is itself a clause, and is introduced by 
that^ which shows it to be subordinate in rank. 

4. Prisoner is the subject of the subordinate clause,, 
and is guilty is the predicate. 

5. By many witnesses tells how the prisoner was proved 
guilty. 

MODEL FOE, PARSING. 

That is a conjunction, subordinate ; it introduces a 
substantive clause that is subject of the sentence. 

3. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 2, 8, and 9. 



Substantive Clauses in Predicate and in Apposition. 

1. Examples. 

1. The report is that the ship sailed yesterday. 

2. The decision was that the prisoner is guilty. 

3. My position is that negroes are men. 



238 



aS' UB S TA S ri VE CLA us ES IN PR EDI C A TE. 



4. The general opinion is that Morgan was murdered. 

5. The truth is that you are guilty. 

6. It is surprising that you care so little for the improve- 
ment of your mind. 

7. It is the general opinion that Morgan was murdered. 

8. It is probable that the money was taken by a servant. 

9. The question, "Are we a nation?'"' is now answered. 

10. Bursts the moon through glade and greenwood. 

Soft the herald zephyrs play, 

And the waving birches sprinkle 

Sweetest incense on my way. 

—Goethe. 

MODELS FOR ANALYSIS. 

Sentence 1. 

1. Report is the subject. • 

2. Is that the ship sailed yesterday is the predicate. 

3. That the ship sailed yesterday explains the nature 
of the report, and is shows that the thought is predicated. 

4. That shows the clause to be subordinate in rank. 

5. Ship is the subject, and sailed is the predicate. 

Sentence 7. 

1. /^ is the subject, and is opinion is the predicate. 

2. That Morgan ivas murdered explains what is meant 
by it. 

3. That shows the clause to be subordinate in rank. 

4. Morgan is the subject, and ivas murdered is the 
predicate. 

MODELS FOR PARSING. 

Sentence 1. 
That is a conjunction, subordinate ; it introduces a 
substantive clause that is used with the copula to form a 
predicate. 

Sentence 7. 

That is a conj., subor. ; it introduces a substantive 
clause that is in apposition with it. 



S UB S TA NTIVE CLAUSES CON TIN TIED. ^XQ 



2. Seat Work. 

Study the next lesson, and write the analysis of sen- 
tences 1, 2, and 4. 



I<1{^^0>[ i§8. 

Substantive Clauses.— Continued. 

1 . Examples. 

1. It is reported that the governor is coming to this place 
next week. 

2. I hear that the young prince is an excellent scholar. 

3. I fear that you are careless in studying your lesson. 

4. He told how he escaped from the Indians. 

5. To see you here on such a day surprises me. 

6. Animals know who love them. 

7. We know whom we worship. 

8. The aquilegia sprinkled on the rocks 
A scarlet rain; the yellow violet 

Sat in the chariot of its leaves; the phlox 

Held spikes of purple flame in meadows wet, 

And all the streams with vernal-scented reed 

Were fringed^ and streaky bells of miskodeed. 

—Bayard Taylor. 

2. Seat Work. 

Study the next lesson, and write the parsing of the 
pronouns and adverbs. 



i<l{g^O>f i§9. 

Miscellaneous Exercise. 

1. Examples. 

1, Who is the old man that came into meeting yesterday 
with his hat on ? 

2. Why are you spending so much time in an enterprise 
that gives no promise of success? 



2AQ MISCELLANEOUS EXERCISE CONTINUED. 

3. Blessed is the man whose God is the Lord. 

4. He accepts what others reject. 

5. Be honest in whatever business you engage. 

6. A h\rge building stands over the cave where Abraham 
was buried. 

7. Sing me about the wild waste shore, 

Where, long and long ago, with me 

You watched the silver sails that bore 

The great, strong ships across the sea, — 

The blue, the bright, the boundless sea. 

—Alice Cary. 

Remark. — Sentence 7 contains a case of apposition in 
which a word is repeated for rhetorical effect. The word 
sea in the last line becomes explanatory of the word sea in 
the preceding line, because in the last line it is limited by 
the adjectives hhie^ bright, and boundless. These adjectives 
might be added to the noun without repeating it, but the 
thought would not be so forcibly expressed. 

Such a case of rhetorical apposition is called an echo, 
and requires the addition of a dash to the comma used to 
set it off. 

2. Seat Work. 

Write the analysis of sentence 5, and the parsing of 
the relative pronouns in all the sentences. 



i<ii,ggoK 190. 

Miscellaneous Exercise.— Continued. 

1. Examples. 

1. "We ascended the hill on which the battle was fought. 

2. He builds a palace of ice where his torrent falls. 

3. A kind boy avoids doing whatever annoys others. 

4. He did what was right. 

5. Closing the book, and turning toward the fire, he sat for 
a long time, gazing at the dying embers, and meditating on the 
strange' events recorded in the book which was lying before him.. 



MISCELLANEOUS EXERCISE CONTINUED. ^Al 

6. Thus we are marking on all our work whatever we have 
of grace. 

7. And ever and anon came on the still air the soft, eternal 
pulsations of the distant sea, — sound mournfulest, most mysterious, 
of all the harpings of nature. — Mrs. Stowe. 

Remark. — Sentence 7 contains an echo, not of a wo7xl, 
but of a thought. It is punctuated like the ordinary echo. 
This sentence also contains two examples of what is called 
the superlative form of the adjective. It is the form 
which we use, when, in comparing one object or group of 
objects with several others, we wish to represent it as pos- 
sessing more or less of the quality than any other with 
which it is compared. This form is commonly made by 
adding est to short words, and by prefixing the words most 
or least to longer ones. Both methods are illustrated in 

sentence 7. 

2. Seat Work. 

Write the analysis of sentence 2, and the parsiftg of 
the participles in the other sentences. 



■ I<E^^^OK 191. 

Miscellaneous Exercise.— Continued. 

1. Examples. 

1. They came to masses and fragments of naked rock, heaped 
confusedly together, like a cairn reared by giants in memory of 
a giant chief. 

2. On returning from Portmoak church-yard, where Bruce is 
buried, I, attended by my venerable guide, visited the lowly 
dwelhng where the parents of the poet resided. 

3. Ascending a narrow lane, we reached, near its center, the 
house in which Bruce was born. 

4. The moon arose : the bosom of the lawn 
Whitened beneath her silent snow of light, 
Save where the trees made isles of mystic night. 
Dark blots against the rising splendor drawn. 

—Bayard Taylor, p. 31. 
16 



2 4 2 MISCELLANEOUS EXERCISE CONTINUED. 

5. It is a good divine that follows his own instructions. 

—Shakspeare. 

6. Mislike me not for my complexion, 

The shadowed livery of the burnished sun 

To whom I am a neighbor, and near bred. 

—Ibid. 

Remaek. — Sentence 4 contains a substantive clause that 
is object of the preposition save, and sentence 5, an ad- 
jective clause that limits it, or the noun divine represented 
by it; for the meaning is, "The divine that follows his 
own instructions, is a good divine." 

2. Seat Work. 
Write the analysis of sentence 3, and the parsing of 
the relative pronouns in all the sentences. 



Miscellaneous Exercise.— Coutinued. 

1. Examples. 

1. Then Evangeline lighted the brazen lamp on the table, 
Filled, till it overflowed, the pewter tankard with home- 
brewed, 

Nut-brown ale, that was famed for its strength in the 
village of Grand Pre'. Longfellow, p. 101. 

2. On the dam stood Paw-puk-keewis, 

On the dam of trunks and branches. 

Through whose chinks the water spouted. 

O'er whose summit flowed the streamlet. 

—Ibid., in Hiaivatha. 

3. The wild, untraveled forest spreads 
Back to those mountains white and cold, 
Of which the Indian trapper told, 
Upon whose summits never yet 

Was mortal foot in safety set. 

2. Seat Work. 

Write the parsing of the participles in the next les- 
son, and the analysis of sentence 4. 



REVIEW ON PARTICIPLES. 



243 



I,E^ggO>[ 193. 

Review on Participles. 

1. Examples. 

1. Leisurely we moved along, gazing all day on the grandeur 
^and beauty of the wild scenery around us. 

2. He heard the plaintive Nubian songs again, 

And mule-bells, tinkling down the mountain- paths of Spain. 

— Wliittier, p. :296. 
S. Hidden in the alder-bushes, 

There he waited till the deer came. 

—Longfellow, p. 148. 

4. From his lodge went Hiawatha, 

Dressed for travel, armed for hunting; 

Dressed in deer -skin shirt and leggings, 

Richly wrought with quills and wampum. 

-Ibid. 

5. It was the sea, — the deep, eternal sea, — the treacherous, 
.soft, dreadful, inexplicable sea. — Stoice. 

6. Moan, ye wild winds ! around the pane. 

And fall, thou drear December rain ! 

Fill with your gusts the sullen day. 

Tear the last clinging leaves away ! 

—Bmjarcl Taylor. 

2. Questions and Requirements. 

1. How do participles differ from verbs ? 

2. Give an example of a participle used as an adjec- 
tive. 

3. Give a sentence containing a j^articiple used as a 
noun. # 

4. Explain the difference between passive participles 
and active participles, and illustrate by examples. 

5. How do we determine whether a participle should 
be called past or present ? 

3. Seat Work. 
Write sentences containing- transitive and intransitive 
yerbal nouns of both forms, — participial and infinitive. 



244 



E E VIE W N VER BAL X UXS . 



. ];^ssoX u)4. 

Eeview on Yerbal Nouus. 

1 . Examples. 

1. To-morrow morning, with the rising sun, 
Go back unto yom- convent, nor refrain 
From fasting and from scourging. 

2. The prisoner attempted to escape. 

3. They laid plans for undermining the walls of the prison. 

4. Sometimes a cloud, with thunder black, 

Stooped low upon the darkening main, 
Piercing the waves along its track 
With the slant javelins of rain. 

5. His trying to evade our question proved his guilt. 

6. Worn out by watching for the coming of the secret foe, 
he sought to arouse himself by thinking of the dangers of his 
situation. 

7. The moonlight falls in a misty flood 

Adown on my chamber roof, 
And a thousand thoughts in my busy brain 

Soon are woven into woof. 
I think I stand on Italia's shore, 

And muse as the moonbeams fall 
On the glassy sea, and the ivied fanes, 

And many a ruined wall.— ^ara Genevra Chafa. 

Remark. — The expression many a ruined wall is nearly 
equivalent to many ruined walls. It seems inconsistent that 
many and a should limit the same noun, since the former 
is always used with a plural noun, and the latter with a 
singular. But the expression seems to mean about the 
same as mcmy times a ruined wall, or at least the mind is 
led to consider the walls neparately^ and thus they appear 
more distinct and more numerous. 

2. Seat Work. . 

Write out the analysis of sentence 5, and the parsing 
of the nouns in apposition. 



BEYIEW ON INTERROGATIVE SENTENCES. 



245 



Review on Class. 



1. Examples. 

1. The original draft was penned by Mr. Jefferson, the 
•chairman of the committee. 

2. The autumnal tints ah-eady decorated the shores of that 
queen of rivers, the Ohio. 

3. What are ye, O pallid phantoms ! 

That haunt my troubled brain? 

That vanish when day approaches, 

And at night return again? 

—Longfellow, p. 228. 

4. The Duchess, a very tall and very handsome woman, 
with a smile of the most winning sweetness, received me at the 
door. — Willis. 

5. He appeared on this occasion in great state, accompanied 
by his household and his kinsmen, the heads of the noblest 
families in Sj^ain. 

2. Seat Work. 

Write the analysis of sentences 1, 2, and 4. 



i<j{^goK 196. 

Review on Interrogative Sentences. 

1. Examples. 

1. Is that a being of life, that moves 

Where the crystal battlements rise? 

—Brijant. 

2. Is there neither spirit nor motion of thought 

In forms so lovely, and hues so bright? 

—Ibid. 

3. There is a reaper whose name is Death, 

And with his sickle keen. 

He reaps the bearded grain at a breath, 

And the flowers that grow between. 

—Longfellow. 



246 



BEVIEW ON COORDINATE CLAUSES. 



4. For whom are those glorious chambers wrought. 

In the cold and cloudless night? 

^Bryant. 

5. Whither now • are fled those dreams of greatness I 

6. Again I track its footsteps, 

To a far Egyptian plain, 
Where it falls in liquid glory 

Like a shower of silver rain. 
And it haloes the grand old pyramids 

In their mighty, solemn state, 
And it calls up within my spirit 

The dead, and the ancient great. 

— Chafa. 

2. Seat Work. 
"Write the analysis of sentence 4, and the j^arsing of 
tlie conjunctions in all the sentences. 



Review on Coordinate Clanses. 

1. Examples. 

1. 1 was oppressed by such unexpected kindness, and sleep*" 
fled from my eyes. 

2. The snows of age fell, but he was not chilled by them. 

3. O'er the frozen earth, the loud winds run. 
Or snows are sifted o'er the meadows bare. 

4. Vainly, but well, the chieftain fought;^ 
' He is a captive iiow, 

Yet pride, that fortune humbles not, 
Is written on his brow. 

0. And virtue never dwells with slaves, nor reigns 
O'er those, who, cowering, take a tyrant's yoke. 

6. But trees, and rivulets whose rapid course 
Defies the check of winter, haunts of deer, 
And sheep-walks populous with bleating lambs, 
And lanes in which the primrose, ere her time,, 



REVIEW ON SUBSTANTIVE CLAUSES. ^A^J 

Peeps through the moss that clothes the hawthorn root. 

Deceive no student. Wisdom there and truth, 

seize at once 

The roving thought, and fix it on themselves. 

— Cowper. 

2. Seat Work. 

Write the analysis of sentence 3, and the parsing of 
all the subordinate conjunctions. 



i<]e{^^oK i9§. 

Review on Substantive Clauses. 

1. Examples. 

1. I fear that some are deceiving themselves. 

2. I learned with sorrow that my old friend was dead. 

3. Of all beasts he learned the language, 
Learned their names and all their secrets, 
How the beavers built their lodges, 
Where the squirrels hid their acorns, 
How the reindeer ran so swiftly, 

Why the rabbit was so timid. 

Talked with them whene'er he met them. 

—Hiawatha. 

4. Who revealed the secret was never known. 

5. That he was an impostor is probable from his disappear- 
ing so suddenly. 

6. It is plain that they are striving for the honor and glory 
which this world gives. 

7. Some believe that man is immortal. 

2. Seat Work. 
Write the parsing of the relative pronouns in the next 
lesson. 



248 



B E VIE W ON RELA TI VE PRO XO UNS. 



L^g^oX 199. 

Review on Relative Pronouns. 

1. Examples. 

1. Blessed are they whose iniquities are forgiven. 

2. Blessed is the man to whom the Lord impiiteth not in- 
iquity. 

3. Encounter bravely whatever difficulties you meet. 

4. Where are they now? What lands and skies 
Paint pictures in their friendly eyes? 

What hope deludes, what promise cheers, 

V.^hat pleasant voices fill their ears I 

—Tales of a Wayside Inn. 

5. He gave me what he had. 

6. There is a tide in the affairs of men. 
Which, taken at its flood, leads on to fortune. 

Remarks. — In example 4, they is the subject of the 
first sentence, and are lohere is the predicate. It inquires 
for condition in regard to locality. Where, then, must be 
an adjective, just like Jiere and there when used with the 
copula to predicate condition in regard to locality. These 
words are so generally used as adverbs, that it seems hard 
to recognize them in any other office; but "John is Aere" 
means exactly the same as, " John is present^'^ and no one 
doubts that jyresent is an adjective. These adverbs appear 
to become adjectives by representing some j^articiple which 
they would limit as adverbs if it were expressed ; but in 
many instances it seems impossible to find a participle 
that will exactly express the thought, and so we have to 
make the adverb do the work of an adjective. In the same 
waj^, i)lirases originally adverbial become adjective by the 
omission of the participle. Thus : — 

The rich valley lying at our feet was beautiful in the extreme. 
The rich valley at our feet was beautiful in the extreme. 



REVIEW ON EEL ATI VE ADVERBS. 24.Q 

In the first sentence, lying at our feet is a participial 
phrase, and as a whole, an adjective element ; but at our 
feet is, in that sentence, an adverbial phrase limiting a 
participle. In the second sentence, however, at our feet 
seems to do the same work that the entire participial 
phrase does in the first, and so becomes an adjective ele- 
ment. 

2. Seat Work. 

Write the parsing of the relative adverbs and relative 
pronomis in the next lesson. 



Review on Relative Adverbs. 

1. Examples. 

1. We came to a place where the stream was crowded into 
a narrow channel between two perpendicular walls of solid rock. 

2. This is a time when all men are looking for some great 
event in the world's history. 

3. It is reported that the general is visiting among his friends. 

4. We carefully preserved whatever records were entrusted 
to our care. 

5. That is the room where my father died. 

6. We all remember the bright May morning when he closed 
his eyes, and passed away so peacefully. 

7. Then, seizing a staff in his eager hand, 
He hurried over the burning sand, 

To a cell where a holy brother lay, 

Wasting and dying day by day. 

—Phehe Gary. 

8. But peaceful was the night 

Wherein the Prince of Light 

His reign of peace upon the earth began. 

—3Iilton. 

2, Seat Work. 
Study the next lesson. 



25o 



SYNOPTICAL REVIEW 



I<l{g^OX 201 



Synoptical Review. 

1. Outline. 
In past lessons we have noticed : — - 

1. Names of things, and how, by change of form 
and position, they are adapted to the different circiunstances 
of their nse. 

2. Qualities of things : how denoted ; how predi- 
cated ; and how assumed. 

3. The convenience of alluding to the speaker, a 
person spoken to, or a person or thing that has been named. 

4. Our need for pointing' out particular 
tiling's, or for telling liOAV many, witliout giving any 
of their qualities. 

5. Actions : how denoted ; how predicated. 

6. The modifying of actions and qualities by sin- 
gle words and by groups of words. 

7. How groups called adjective phrases are sometimes 
employed instead of single words to denote quality ; and 
also how these phrases, as well as possessive nouns and 
pronouns, are used to denote ownership, origin, authorship, 
adaptation, etc. 

8. How the verb by certain changes of form, 
is adapted to the various circumstances of its use. 

9. How sentences are made to ask questions, or ta 
express commands, exhortations, entreaties, etc. 

1 0. How things are described by assuming or predicat- 
ing that they belong to a class whose qualities are well 
known, and how Ave assume or predicate the identity of 
things already known to belong to a certain chiss. 

11. How actions are assumed, and the different ways 
in which they are named. 

12. How words, phrases, and clauses are sliown to be 
equal in rank, and alike in relation. 



SYNOPTICAL REVIEW. 



25l 



13. How adjectives and possessive pronouns are em- 
ployed to limit nouns understood. 

14. How nouns may be independent by address, and 
sometimes accompanied by words denoting emotion. 

15. How adverbial phrases may be used without a 
preposition. 

16. How things may be described by comparing them 
with other things whose qualities are well known. 

17. How clauses may be employed as adverbs, to modify 
actions or qualities ; as adjectives, to point out or describe 
objects ; or like nouns, as the subject of a sentence, the 
object of a verb or preposition, with the copula in predicate, 
or in apposition. 

2. Requirements. 

1. Show by examples how nouns are adapted to the 
various circumstances of their use. 

2. Exemplify the various forms and uses of the per- 
sonal pronouns. 

3. Show by examples the various uses of the verb. 

4. Show how sentences are made to ask questions, and 
how they are made to express commands. 

5. Show how things are described by assuming or 
predicating that they belong to a class. 

6. Give examples of assuming and predicating identity. 

7. Show by examples how actions are assumed. 

8. Illustrate by examples the different ways of naming 
actions. 

9. Show how words, phrases, and clauses are made 
coordinate. 

10. Give examples of adjectives and possessive pro- 
nouns used to limit a noun understood. 

11. Give examples of nouns independent by address; 
of adverbial phrases used without a preposition. 

12. Show how i^-hings may be described by comparing 
them with other thin'^s whose qualities- and actions are 
known. 



252 



FUTl'RE TENSE PREDICATING ACTION. 



13. Give examples of clauses used as adverbs. 

14. Give examples of clauses used as adjectives. 

15. Give examples of clauses used as nouns in all the 
of&ces mentioned in 17 above. 

Suggestion. — How to keep up a profitaWe exercise in composition has 
long been a perplexing question. Tlie following plan has proved to be very 
practical and successful: — 

Prepare cards for all the members of the class, marking them Monday, 
Tuesday, Wednesday, Thursday. Friday; Monday', Tuesday', etc., till you have 
enough. Then, putting them blank side up, let the members of the class each 
draw a card. Ask each to write his name on the card he has drawn, then, col- 
lecting them, take a record that will show on what day each is to present a 
composition, according to his lot. This done, the cards may be returned to the 
members who drew them. 

By this arrangement you will get a composition every day. Each com- 
position should be handed in at least a day before the time for reading it, in 
order that the teacher may have time to look it over. The teacher should then 
read one composition every day before the class, criticising it for the benefit 
of all, but withholding the name of the w-riter. 

If the compositions are poorly written, the teacher should not point out all 
tbe errors in them, for this might discourage the writers. It is better to point 
out only the commonest errors until the writer has learned to avoid them, and 
then to notice others. 

By this plan, those who have had the best advantages, and can write with 
fewest errors, will be likely to have as many corrections made in their work as 
those who cannot do so well; for the object of criticism is not to show who has 
made most mistakes, but to help every one to write better. 

The teacher must not forget to notice excellences, as well as defects, and 
to give to every pupil that meed of praise which may be indispensable to his 
success ; for a discouraged pupil can hardly succeed. It is the effort made that 
should claina the teacher's approbation, rather than the proficiency attained. Do 
not forget to notice every indication of improvement, as well as every evidence 
of painstaking. Thus treated, pupils will soon come to love the exercise which 
they commonly dread. 

The compositions should be very short, not occupying over two pages of 
note-paper. 



Future Teuse Predieatiug Action. 

1. Instruction. 
Sometimes we wish to predict a future action^ and 
sometimes to eiqrress our determination to perform an 
action, or that some one else shall perform it. For this 
purpose we have a peculiai- form of the verb called the 
future teuse. 



53 

We have seen that there are two ways of naming 
actions. We may say — 

Mutmbig tires me, 
To run tires me, or 
It tires me to run. 

In the first sentence, ^nmning names the action that 
tires me, and in the other two -sentences, to run names 
the same action. 

Humiing and to run are both verbal nouns, one in the 
participial form, and the other in the infinitive form. The 
word run is used when we wish to predicate the action; 
but to rim is called the name -form of the verb ; for it 
is used to name the verb itself, and also the action or state 
denoted by the verb. 

In forming the future tense we use ^ho' name-form of 
the verb, leaving ofi: the to, and prefix to it the word shall 
or loill. The name-form without to denotes the action, and 
shall or will shows it to be future. 

Verbs in the future tense do not change their form on 
account of the person and number of their subject, except 
for thou, which requires shalt and loilt in place of shall 
and loill. 

Form the future tense of — 



To sing, 


to succeed, 


to persevere. 


to try, 


to talk, 


to believe. 


to descend, 


to obey, 


to think, 


to remain. 


to follow, 


to travel. 



1. Wlien do we employ the future tense ? 

2. In making this tense, what do we use to denote 
the action ? 

3. What to show the time ? 

2. Examples. 

1. He will come in an hour when some least expect him. 

2. Here shall I rest with my friends by the sounding rock. 

3. The stars of heaven shall guide us, 
The breath of heaven shall speed. 



2^)4 



FUTURE TENSE PEEDICATIXG QUALITY. ETC. 



4. He never knew what hurt him. 

5. I shall one day stand by the river cold, 

And list for the sound of the boatmaiVs oar. 

6. Back will I go o'er the ocean. 

7. Turn, gentle hermit of the dale. 

And guide my lonely way, 

To where yon taper cheers the vale 

With hospitable ray. 

— Oliver Goldsmith. 

8. No flocks that range the valley free, 

To slaughter I condemn; 

Taught by that power that pities me, 

I learn to pity them. 

^ ^ -Ibid. 

3. Seat Work. 
Write the parsing of the verbs in the next lesson, and 
the analysis of sentences 4 and 5. 



]:<5i^^o^^ 203. 



Future Tense Predicating Quality, Condition, or 
Class. 

1. Instruction. 

When we wish to predict future quality or condition, 
we put the future tense of the copula before the adjective 
that denotes the quality or condition. 

The future tense of the cojtula is formed by the rule 
already given. The name-form of the copula is to be. 
Dropping the to, and prefixing shall or icill, we have shall 
be or v:ill be as the future tense of the copula. 

When we wish to jjredict that some person or thing- 
will be a member of a class at some future time, we jmt 
the future tense of the copula before the nomi that names 
the class. 



THE PRESENT PERFECT TENSE. 



255 



Cliaiioje the verbs in the following;' sentences to the 
future tense : — 

1. James is faithful. 4. I am satisfied. 

2. Andrew is a good scholar. 5. The task was difficult, 

3. Arthur is ready. 6. He was an excellent guide. 

Remark. — In all these cases the copula is parsed -by 
itself as a verb. The adjective and the noun form a part 
of the predicate, but not a j^art of the verb. 

2. Examples. 

1. Cold will be the winter, for thick is the fur of the foxes. 

2. By silent river, by moaning sea, 
Long and vain shall thy watching be. 

3. Who will be a hero in the strife ? 

4. We learned where it was obtained. 

5. No more shall he hear thy voice; 

No more awake at thy call. 

6. I shall be cold in death before the morning breaks. 

7. Ye shall be a peculiar treasure unto me. 
-8. When o'er their boughs the squirrels run, 

And through their leaves the robins call, 
And, ripening in the autumn's sun, 
The acorns and the chestnuts fall, 
Doubt not that she will heed them all. 

—Oliver Wendell Holmes. 

.a ^ ^ 3. Seat Work. 

Select — 

Four sentences predicating future action. 

Two sentences predicating future condition or qualit3\ 

Two sentences predicating future class. 



The Present Perfect Tense. 

1 . Instruction. 
Sometimes we wish to show that the action is in a 
completed state at the time of mentioning it. For the 
purpose of showing the completed, or finished, state of the 



256 



THE PRESENT PERFECT TENSE. 



action, we have what is called the past J^articiple. 
In regular verbs this past participle is spelled the same 
as the past tense, but the past participle of irregular verbs 
usually differs from the past tense, as will be seen by the 
following table : — 
, Name-Form. Pres. Tense. 

To walk, walk or walks, 

To write, write or writes, 

To go, go or goes, 

To fly, fly or flies. 

To see, see or sees. 

To leave, leave or leaves, 

To be, am, is, or are. 



Fast Tense. 

walked, 

wrote, 

went, 

flew, 

saw, 

left, 

was or were, 



Fast 

Farticiple. 

walked. 

written. 

gone. 

flown. 

seen. 

left. 

been. 



This past partici^^le cannot in itself predicate anything. 
AYhen we wish to predicate an action and represent it as 
completed at the time of mentioning it, we use the past 
participle to denote the completed state of the action, and 
put before it the verb "to have" to show that the act is 
predicated. We use the present tense of "to have" {have 
or lias) to show that the act is in a completed state at 
the time of mentioning it. 

The tense thus formed is called the present perfect 
tense, because it shows the action to be in a completed 
(perfect) state at the present time. The act is ^perfect in 
the sense of being completed. 

2. Questions. 

1. What do we have for the purpose of denoting- 
action, and re})resenting it as being in a completed state ? 

2. What class of verbs always have their past tense 
and past participle formed alike ? Give verbs whose past 
tense and past participle are not alike. 

3. When we wish to predicate an action, and show- 
that it is completed, what do we use to denote the action ? 

4. Does this word do anything more than merely to 
denote the action ? What ? 

5. Can it predicate tlie action ? 



THE PRESENT PERFECT TENSE. ^^7 

6. Can it show the time of the action ? 
v. What is employed to show the time of the action^ 
and that it is predicated ? 

8, What do we call that form of the verb that predi- 
cates that an action is complete (finished) at the present 
time ? 

9. Of what two parts does this tense consist ? 

10. What two purposes does the past participle serve? 

11. What two purposes are served by the auxiliary 
verb to have? 

In common language, the present perfect tense has but 
one change for the person and number of its subject. 
.Whenever the subject is in the third person, singular num- 
ber, Ave use has in place of have. 

Tliou changes have to hast. 

3. Exercises. 

( a.) Form the present perfect tense of every verb in the 
list given above. 

( b.) Tell, in every case, why you use the past partici- 
23le, and why the verb to have. 

(c.) Tell what is wrong in each of the following 
sentences, why it is wrong, and how it can be made 
right : — 

1. I have broke my slate. 

2. Ellen has tore her dress. 

3. I have eat my dinner. 

4. Ben has went to town. 

5. I have ran all the way. 

6. We have wrote our compositions. 

7. The young birds have flew away. 

8. I have saw a man walk on a rope. 

9. I seen Sarah tear that book. 

10. I run all the way to school yesterday. 

MODEL FOE, CORRECTING TENSE FORMS. 

Sentence 1. 

Have broke should be have broken, for the 

past participle should be used with have or has to form 
the present perfect tense. 

17 



258 



THE PRESENT PERFECT TENSE CONTINUED. 



Sentence 9. 
In this sentence, seen should be saw ; for seen is the 
past participle, and can neither show time nor predicate 
action. 

4. Seat Work. 

Write the analysis of sentences 1, 4, and 6. 



The Present Perfect Tense.— Continued. 

1 . Examples. 

1. O have ye seen the young Kathleen, the flower of Ireland? 

2. We have come across the sea. 

3. Thou hast brought comfort to our d-^^elling. 

4. I shall watch for a gleam of the flapping sail; 

I shall hear the boat as it gains the strand. 

—3Uss Priest. 

5. The wind and the waves their work have done ; 
We shall see him no more beneath the sun. 

— Whit tier. 

6. Who has not dreamed of a world of bliss 
On a bright, sunny day like this? 

7. Now every hovering insect to his place beneath the 
leaves hath flown. 

8. Sweet smiling village, loveliest of the lawn, 

Thy sports are fled, and all thy charms withdrawn; 
Amidst thy bowers the tyrant's hand is seen, 
And desolation saddens all thy green. 

—Goldsmith, in Deserted Village. 



Remark. — Are fled, in sentence 8, means have 
it is a relic of an old conjugation, now nearly obsolete, in 
which to be was used in place of to have in the perfect 
tenses. It should be parsed as the present perfect tense. 

MODEL FOR ANALYSIS. 

Ex. — / have given some attention to farming. 

1. /is the subject. 

2. Have given is the predicate ; it predicates action, 
and represents it as completed at the time of mentioning it. 



THE PRESENT PERFECT TENSE CONTINUED. 



259 



3. Given denotes the action, and represents it as 
completed. 

4. Have shows that the action is predicated, and 
denotes present time. 

5. Etc. 

2. Seat Work. 

Write the analysis of sentences 4 and 6 of the next 
lesson ; correct all errors in the other examples, writing 
reasons for the chano^es made. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. The wind has blew furiously ail night. 

2. I give two dollars for that book, and afterward sold it for 
nmety cents. 

3. We never knew who released the prisoners. 

4. Since then, the winter blasts have piled the white pago- 
das of the snow on these rough slopes. 

5. My grandfather come over in a ship that was built in 
Holland. 

6. And over those gray fields, then green and gold. 

The summer corn has waved, the thunder's organ rolled. 

7. The price of wheat has fell ten cents on a dollar. 

8. I knowed him when he first come in. 

MODELS FOE, CORRECTING TENSE FORMS. 

Knowed should be kneio ; for hnoiD is an irregular 
verb, and does not form its past tense by adding ed to 
the present. 

Come should be came; for come is the present tense 
and also the past participle, but should never be used as 
the past tense. 

2. Seat Work. 

Write out the analysis of sentences 4 and 6 of the 
next lesson. 



26o 



THE PAST PERFECT TENSE. 



The Past Perfect Teuse. 

1. Instruction. 

We often wish to represent an act as having been 
completed at some time in the past. We then use the 
l^ast participle to denote the action and show it to be in 
a completed state, and the past tense of " to have " to show 
that the act is predicated, and to denote the time in which 
it was completed. 

In this case we want to predicate an action, and rep- 
resent it as completed, just as we do in the present per- 
fect tense ; but we wish to show that it was completed in 
the past, so we use the j^^^i^t tense of " to have " instead of 
its ^:*resen^ tense. This tense is called the past i^erfect 
tense, and differs from the present perfect only in time* 
It consists of the past participle, and the past tense of 
"to have," just as the present perfect consists of the past 
participle, and the present tense of " to have." 

The past perfect tense has no change for person and 
number ; so in parsing verbs in this tense, we do not give 
person and number, but say, " Verbs in this tense do not 
change their form for the p>erso7i and numher of their 
subject^ 

Change the present perfect tenses in the two preced- 
ing lessons to past perfect tenses. 

2. Examples. S 

1. They had waited by the sea till he came o'er from Gadara. 

2. Many a weary year had passed since the burning of^ 
Grand Pre'. 

3. The evening gun had sounded from gray Fort Mary's 
walls. 

4. The night cloud had lowered, and the sentinel stars set 
their watch in the sky. 



MISCELLANEOUS EXERCISE IN THE TENSES. 



261 



5. I will still trust in him. 

6. He had taken refuge in a cave, the entrance of which 
was hid from observation by a thick clump of cedars. 

3. Seat Work. 
Study the next lesson, and write out the parsing of 
the verbs. 



Miscellaneous Exercise in the Tenses. 

1. Examples. 

1. The lowliest bush that by the waste is seen 
Hath changed its dusky for a golden green. 

2. When night comes on the hill, and when the loud winds 
arise, my ghost shall stand in the blast, and mourn the death of 
my friends. 

3. She had lain since noontide in a breathless trance. 

4. "Here I remain!" he exclaimed, as he looked at the 

heavens above him. 
Thanking the Lord, whose breath had scattered the mist 

and the madness. 
Wherein, blind and lost, to death he was staggering 

headlong. -Longfellow. 

5. Those dusky foragers, the noisy rooks, 

Have from their green high city-gates rushed out. 

Thomas Miller. 

Remark. — Hath, in sentence 1, belongs to what is 
called the solemn style. It is seldom used except in the 
Bible, in poetry, and in the conversation of the Friends. 

2. Seat Work. 
Study the next lesson ; write the parsing of the verbs, 
and the analysis of sentence 5. 



262 



THE FUTURE PEBFECT TENSE. 



The Future Perfect Tense. 

1. Instruction. 

Sometimes we wish to predict that an action will be 
completed at some point of time in the futm-e. This creates 
a demand for what is called the future perfect tense. 
This tense is just like the other perfect tenses, except in 
time. It consists of the past participle and the future 
tense of " to have," just as the pcmt perfect consists of the 
past participle and the past tense of "to have"; the past 
participle being used to show the completed state of the 
action, and the future tense of "to have" to show that it 
is to be completed in future time. 

The future tense of "to have" is formed just like the 
future tense of any other verb. Dropping to from the 
name-form, and then prefixing shall or ii:!ill^ gives us shall 
have or loill have as the future tense, and prefixing this 
to the past participle of any verb gives us the future 
perfect tense of that verb. 

The future perfect tense, like the past perfect, never 
changes its form for the person and number of its subject. 

Adapt the questions in Lesson 204 to the future per- 
fect tense, and give proper answers. 

Form all the perfect tenses of the following verbs : — 

Fear, stay, wear, smite, shake, write, 

throw, steal, sing, weave, take, rise. 

2. Examples. 

1. I shall have completed the work before the appointed 
time. 

2. Before yovi receive this letter, he Avill have met his fate. 

3. Three nights by its (piiet side had greatly endeared to us 
the associations of its waves and shores. 

4. By the time I see him again, he will have lost all these 
qualities; he will have acquired some knowledge of the world. 



MISCELLANEOUS EXERCISE. 



263 



5. For weeks the clouds had raked the hills, 

And vexed the vales with raining; 

And all the woods were sad with mist, 

And all the brooks complaining. 

— Whittler, p. 327. 

6. By that time he will have reached his destination, 

3. Seat Work. 
Study next lesson, and write out the analysis of sen- 



tence 2. 



Miscellaneous Exercise. 

1. Examples. 

1. Dikes, that the hands of the farmers had raised with 

labor incessant, 
Shut out the turbulent tides. 

2. All day the darkness and the cold 

Upon my heart have lain, 
Like shadows on the winter sky, 
Like frost upon the pane. 

3. We shall have pleasant walks with your friends. 

4. Before he reaches his victim, he will have met the fate 
he so richly deserves. 

5. I have seen him to-day. 

6. Painter, paint me a sycamore, 

A spreading and snowy-limbed tree, 

Making cool shelter for three, 
And, like a green quilt at the door 

Of the cabin near the tree, 

Picture the grass for me. 
With a winding and dusty road beforo, 

Not far from the group of three 

And the silver sycamore-tree. —^Zice Cary. 

2. Seat Work. 
Write sentences containing all the tenses of the verb 
to be. 



264 



TENSES OF THE VERB TO BE. 



I<^^^OX 211. 

Tenses of the Terb To Be. 

1. Instruction. 

All the tenses of the verb to be are employed as 
copula^ and all alike show that some thought is jiredi- 
cated, — some action, quality, condition, or class, denoted by 
a word used with the copula to form the predicate. But, 
like have in the perfect tenses, the verb to be, as copula, 
not only shows that the thought is predicated, but also the 
time when that quality, condition, or class pertains to the 
subject. Some of these uses are shown in the examples 
below. 

The verb to be is sometimes used to denote simply 
the existence of the subject. It is not then a copula, but 
may be parsed as an intransitive verb. This use is illus- 
trated in the third example. 

2. Examples. 

1. It is twenty long years since that old ship went out of 
the hay. 

2. The leaves of the elm-tree were dusty and broAvu. 

3. The joys that have been are joys still. 

4. It had been a happy morning's work. 

5. That old house was our home. 

6. My brother has been sick for several days. 

7. They had been students at the university. 

8. I shall have been a teacher thirty years next autumn. 

9. It will be delightful to meet the friends whom we have 
loved in this life. 

10. Yes, we're boys, — always playing with tongue or with pen; 
And I sometimes have asked, Shall we ever be men? 
Sliall we always be youthful, and laughing, and gay, 
Till the last dear companion drops smiling awaj^? 

- Oliver Wendell Holmes. 



THE VEBBS SIT, SET, LIE, AND LAY. 



265 



3. Seat Work. 
Write out all the tenses of the verbs — 
To sit, to set, to lie, to lay. 



The Yerbs, Sit, Set, Lie, and Lay. 

1. Instruction. 

To sit and to lie are intransitive verbs, and should 
not be used when the action is represented as being 
received by something. 

To set 'and to lay are transitive verbs, and should 
be used when the action is represented as being received 
by something. 

The examples of this lesson afford several instances of 
the unproper use of these verbs. 

2. Examples. 

1. After I had laid down, I remembered that I had left my 
pistols on the table. 

2. I have lain your book on the shelf. 

3. Will you sit the pitcher on the table? 

4. I was setting by her bedside. 

6. I counted thirteen vessels lying at anchor in the stream. 

6. He laid down at night, but rose not again. 

7. I will lie on the sofa. 

8. The vessel lays in St, Katherine's docks. 

9. We often set traps for mice, and gardeners set cabbage- 
plants. 

10. I laid down under the first tree I came to. 

11. I shall go and lie down. 

12. We had set in the shade of that tree many times. 



266 



PROGRESSIVE FORM. 



3. Seat Work. 
Put each of the following verbs in all the tenses, 
progressive form : — 

Hope, strive, think, expect, look, 

write, work, endeavor, watch, wait. 

Note— For tlie sake of brevity we often omit the to in speaking of verbs, 
as above. 



I<ii,gSO>[ 213. 

Progressive Form. 

1. Instruction. 

Sometimes we wish to predicate an action, and at the 
same time show that it is continuing. For the purpose of 
showing that the action is continuing, we have the pres- 
ent active participle. This participle is formed by 
dropping to from the name-form, and then adding ing. It 
cannot be used alone as a verb, for it can neither predi- 
cate action, nor show time. So when we wish to predicate 
an act and represent it as progressing at the time referred 
to, we use the present active participle to denote the ac- 
tion, and put before it the copula to denote the time and 
to show that the act is predicated. 

This makes what is called the l>rogressive form 
of the verb. We have already used this form many times 
in our lessons, without explaining it. 

Ejc. — Snow is falling. Grass is growing. Winds are blowing. 

The progressive form consists of two parts, — the ^jre^- 
ent active participle and the copula. The participle does 
two things, — it denotes the action, and represents it as 
progressing. The copula does two things, — it shows that 
the act is predicated, and also the time when the act is 
represented as progressing. 

The progressive form represents the action as being 



PROGRESSIVE FORM. 



\6j 



incomplete, just as the perfect tenses of the common form 
represent it as being complete. 

If we wish to represent an action as progressing at 
the present time, we join the participle to the present tense 
of the copula. Thus : — 

a^Tl writing, is writing, or CITS writing. 

If we wish to represent an action as progressing in past 

time, we join the participle to the j[;«s^ tense of the copula. 

Thus:— 

tVdH writing or tveve writing. 

If we wish to predict that an action will be continuing 
in the future, we join the participle to the future tense 
of the copula. Thus : — 

Shdll he writing. 

If we wish to show that an action has been progress- 
ing in what we regard as the present period, but that it 
is now completed, we join the participle to the present 
perfect tense of the copula. Thus : — 

have been writing or has been ivriting. 

If we wish to show that an action was continuing in 
a past period, but was completed at a sj^ecified time in 
the past, we join the participle to the past perfect tense of 
the copula. Thus : — 

had been ivriting. 

If we wish to predict that the action will be progress- 
ing in the future, and that it will be completed before a 
specified time in the future, we join the participle to the 
future perfect tense of the copula. Thus : — 
shall have been loriting. 

2. Qruestions. 

1. When do we use the past' progressive ? 

2. When do we use the present progressive ? 

3. When do we use the future progressive ? The pres- 
ent perfect progressive ? The future perfect progressive ? 



268 



PROGRESSIVE FORM. 



4. When do we use the past perfect progressive ? 

5. Of what two parts does the progressive form consist? 

6. What two things does each part do ? 
'7. Can the participle predicate action ? 

8. Can it show the time of the action ? 

9. What do we emj^loy for these purposes ? 

10. Which part shows the state of the action ? 

1 1 . Which determines the tense ? 

12. In what are all the tenses of the progressive form 
alike ? 

13. In what are they different? 

3. Examples. 

1. I shall have been attending school two years when this 
term closes. 

2. One night he had been thinking of his mother and her 
picture in the drawing-room down stairs. 

3. My friend is studying French. 

4. She will be sleeping under the daisies. 

5. Will you be coming this way again \ 

6. The night was winter in its roughest mood ; 
The morning sharp and clear. But now^ at noon, 
Upon the southern side of the slant hills, 

And where the woods fence off the northern blast, 

The season smiles, resigning all its rage, 

And has the w-armth of May. The vault is blue 

Without a cloud, and Avhite without a speck 

The dazzling splendor of the scene below. 

— Cowiier^ 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. /is the subject. 

2. Shall have been attendiiig is the predicate. 

3. Atteiicling denotes the action and rej)resents it 
as progressing. 

4. Shall have been, the future perfect tense of 
the copnla, shows that tlie progressive action is to be com- 
pleted before some future time specified. 



PROGRESSIVE FOR 31 CONTINUED. 



269 



5. School tells what I am attending ; two years tells 
how long ; and when this term closes tells when the two 
years will expire, or when I shall have attended school 
two years. 

4. Seat Work. 

Study the next lesson, and write the analysis of sen- 
tences 3 and 4. 



I<^^gOK ^14. 

Subject of the Last Lesson Continued. 

1. Examples. 

1. As they were working hard at the building, a frightful 
scream was heard. 

2. He saw that the floor was sinking. 

3. I am expecting my friend Thornton, who has been an 
officer in the army, and is soon going to Europe. 

4. She had been writing to her mother, and was just fold- 
ing the letter when Ruth came in. 

5. The ghost of what was once a ship is sailing up the bay. 

6. The sun was now setting upon one of the rich, glassy 
glades of this forest. 

7. They had been fishing all night, but had caught nothing. 

8. All day the low-hung clouds have dropped 

Their garnered fullness down; 
All day that soft gray mist hath wrapped 
Hill, valley, grove, and town. 

2. Seat Work. 
Write all the tenses, passive form^ of the following 
verbs : — 

Forget, strike, see, forsake, wrap, steal, disturb. 



2^0 ^^^ PASSIVE IT OEM. 



L^g^oK 215. 

. The Passiye Form. 

1 . Instruction. 

The passive voice of the verb may be called the pas- 
sive form. It is used when vre wish to predicate an 
action, and show that it is received by the subject. 

The passive form consists of the passive ^;a?-^?ci};/e 
and the copula, jast as the progressive form consists of 
the present active ^Kirticipk and the copula. 

The 2^cissive participle denotes the action, and shows 
that the subject receives it. 

The copula does just what it does in the progressive 
form. 

Look over the examples of Lessons 213 and 214, and 
change the transitive verbs to the passive form. 

2. Examples. 

1. On the shores, meanwhile, the evening fires had been kin- 
dled, built of drift-wood thrown on the sands from the wrecks 
of the tempest. 

2. And the names he loved to hear 
Have been carved for many a year 

On the tomb. 

3. Many centuries have been numbered 
Since in death the baron shimhered 
By the convent's sculptured portal, 
Mingling with the common dust. 

4. Before another sun shall set, the tidings of victory will 
have Ijeen borne to every hamlet in the land. 

5. By the majestic rivers, and in the dejoths of the solitary 
woods, the feeble sons of the bow and arrow will be seen no 
more. 

G. A vessel had been wrecked on that lonely island man}' 
vears before. 



' PROMISCUOUS EXERCISE. ^y -. 

Remarks. — The model for analyzing verbs in the pro- 
gressive form will, with slight changes, apply as well to 
the analysis of verbs in the passive form. When this care- 
ful analysis of the tense-forms has become entirely familiar, 
it need be given only occasionally. 

In sentence 5, the Indians are called the sons of the 
bow and arrow on account of their close relation to these 
implements as their chief means of defense in time of 
war, and of sup^^ort in time of peace. 

3. Seat Work. 

Select sentences containing the passive form of the 
verb in all its tenses. 



Promiscuous Exercise. 

1. Examples. 

1. Cool airs are murmuring that the night is near. 

2. The town had drifted behind us, and we were entering 
among the groups of islands. 

3. I have been watching for you since early morning. 

4. I had been detained, in the course of a journey, by a 
slight illness, from which I soon recovered. 

5. I am gazing into the twilight 

Where the dim-seen meadows lie, 
And the wind of night is swaying 
The trees with a heavy sigh. 

6. Nevermore shall her voice be heard in our happy throng. 

7. Long will he have been sleeping the sleep of death 

2. Seat Work. 

Write the tenses of the verbs hea7% sing, speak, in all 
the forms. 



2-72 EMPHATIC FORM. 



Emphatic Form. 



1 . Instructionri 
Sometimes we wish to predicate an action with more 
than usual earnestness ; and for the purpose of doing this, 
we have what is called the eiiipliatic form. 



Common form. 
I believe. 


EXAAIPLES. 


Emphatic Form. 
I do believe. 


I went. 




I did go. 



This form is found only in two tenses ; the present 
and the past. It consists of two parts ; the name-form 
without to, and the verb to do. 

This form is frequently used in the present and past 
indicative for the purpose of asking questions, since the 
ordinary form consists of but one word, and in asking a 
question we have to put the first word of the verb before 
the subject. Thus : — 

Do you heliece? Did you go? 

In denying a thing we usually put the negative word 
after the first word of the verb, and so have use for the 
emphatic form just as we do in asking questions. Thus : — 
I do not believe it. I did not go. 

2. Examples. 

1. We do not insist upon any arbitrary forms. 

2. He did not beheve there was any such tiling, because he 
had never seen it. 

3. What city do we inhabit ? 

4. I thought of a mound in sweet Auburn 

Where a Httle headstone stood; 

How the flakes were fulding it gently, 

As did robins the babes in the wood. 

—James Russell Lowell.. 



EMPHATIC FOB 31. 27-2 

5. She did not set a high value upon herself, but when 
others valued her, she was glad. 

6. "I do believe you," said Alice. 

7. Everything was hers, but what did it avail now? 

8. After this visit I did not see her again till the day of 
Alice's funeral. 

9. And then in my dream we stood alone 

On a forest path where the shadows fell; 

And I heard again the tremulous tone. 

And the tender words of his last farewell. 

—Sarah T. Bolton. 

3. Seat Work. 

Give the tenses of the following verbs in all the forms, 
writing out the tenses of the first : — 

To steal, to subdue, to defend. 

MODEL FOR WRITING TENSE-FORMS. 
Tense-forms of the verb To Drive. 

COMMON FOKM. 

PRESENT TENSE. 

With a subject in the 3d, sing., drives; 
With any other subject (except thoit), drive, 

PAST TENSE. 

Drove, 

• FUTURE TENSE. 

Shall drive or tvill drive, 

PRESENT PERFECT TENSE. 

With a subject in the 3d, sing., has driven. 
With any other subject, have driven, 

PAST PERFECT TENSE. 

Had driven, 

I 

FUTURE PERFECT TENSE. 

Shall have driven or ivill have driven, 

18 



^«. EMPHATIC FORM. 

2/4 



PROGRESSIVE FORM. 
PRESENT TENSE. 

With a subject in the 1st, slug., am dmving; 
With a subject in the 3d, sing., is driving ; 
With any other subject, ciTe driving. 

PAST TENSE. 

With a subject in the 1st or 3d, sing., ivas driving. 
With any other subject, if ere driving. 

FUTUHE TENSE. 

Shcill he driving or will he driving. 

PRESENT PEEFECT TENSE. 

With a subject in the 3d, sing., Tias heen driving. 
With any other subject, have heen driving. 

PAST PERFECT TENSE. 

Had heen driving. 

FUTURE PERFECT TENSE. 

Shall have heen driving or tvill have heen driving. 

PASSIVE FORM. 
This form differs from the progressive only in sub- 
stituting the passive participle for the present active, and 
should be written out accordingly. 

EMPHATIC FORM. 

PRESENT TENSE. 

With a subject in the 3d, sing., does drive, 
AVith any other .subject, do drive, 

PAST TENSE. 

Did drive, 

(Used for Inquirj'.) 
Do I drive? Does he drive? 

(Used for Denial.) 
I do not drive. He does not drive. 



PERFECT PARTICIPLES. ^^l ^ 



TENSE-FORMS REQUIRED FOR "THOU. 

Common Form. Progressive Form. 

Present Tense, drivest, art driving. 

Past Tense, drovest, tvast driving. 

Future Tense, shalt drive, sJialt he driving. 

Pres. Perf. Tense, hast driven, hast been driving. 

Past Perf. Tense, hadst driven, hadst been driving. 
Put. Perf. Tense, slialt have driven, shalt have heen driving. 

The passive form merely substitutes the passive par- 
ticiple for the present active of the progressive. 



Perfect Participles. 

1. Instruction. 

Common Form. 
Perf. Tense, Have called. 

Perf. Participle, Having called. 

Progressive Form. 
Perf. Tense, Have heen calling. 

Perf. Participle, Having heen calling. 

Passive Form. 
Perf. Tense, Have heen called. 

Perf. Participle, Having heen called. 

1. What is the difference between a participle and a 
verb ? 

2. What participle assumes an action and represents 
it as present at the time of a past action predicated by 
the verb ? 

3. What participle assumes an action and represents 
it as j)resent at the time of a future action predicated by 
the verb ? See Lesson 109. 

4. When is a participle said to be active ? 

5. When passive ? 



276 



PERFECT PARTICIPLES. 



6. What tense predicates action, and represents it as 
completed at the time of mentioning it ? 

T. What tense predicates action, and represents it as 
completed at some time in the past ? Li the future ? 

Sometimes, instead of predicating^ we wish to assume 
an action and rej^resent it as completed. The tenses that 
predicate action and represent it as completed are called 
perfect tenses; so the participle that assumes action and 
represents it as completed is called the perfect par- 
ticiple. As we need only one participle to represent 
action as being present at any time denoted by the verb, 
so we need only one perfect participle to represent action 
as completed at any time denoted by the verb ; and as the 
perfect tenses have three forms, — common, progressive, and 
passive, — the perfect participle has the same ; for the per- 
fect participle may be used to assume anything that a 
perfect tense can predicate. 

The perfect tenses and the perfect participle are alike 
in representing the action as completed ; so they both 
employ the same word, the past iKirtiGiple.^ to denote the 
action. The perfect tenses employ the verb to have as 
auxiliary, to show that the act is predicated, and to show 
when it is completed ; but the perfect participle must not 
predicate the action, and its time depends upon the j^redicate 
verb; so instead of employing the tense-forms oi "to have" 
as auxiliaries, it takes the present active participle of tliat 
verb, as seen in the illustrations at tlie head of this lesson. 
In the progressive and passive forms, the perfect tenses of 
any verb take the perfect tenses of the copuia as auxiliaries ; 
so, in the corresponding forms, the perfect participle of any 
verb takes the perfect participle of the copula as auxiliary, 
as illustrated above. 

Make the perfect participles of the following verbs, 
in the three forms, — connnon, progressive, and passive : — 

Cliuuse, hide, spoak, take, weave. 



FEIiFECT PARTICIPLES. ^^^ 

2. Examples. 

1. Having been riding all day in the rain, I was completely 
drenched and extremely weary. 

2. The savage beast, having finished his repast, sought repose. 

3. Having been reduced to extreme poverty, she wandered 
about from house to house, looking for work. 

4. These are the gardens of the desert, these 
The unshorn fields, boundless and beautiful. 

For which the speech of England has no name — 
The prairies. —Bryant, p. 130. 

5. Locke was traveling on the Continent for his health when 
h,e learned that he had been deprived of his home and of his 
bread vrithout a trial or even a notice. — Macaulay. 

6. This having learned, thou hast attained the sum 

Of wisdom. —MUton. 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. / is the sujbject. 

2. Was drenched and loeary is the predicate. 

3. Having been riding all day in the rain 

describes the speaker by assuming an action of him. 

4. Riding denotes the action, and represents it as 
progressing. 

5. Having been shows that the action, which had 
been progressing, was completed at the time denoted by 
the predicate. 

6. All day tells how long he had been riding, and 

7. In the rain tells under what circumstances he had 
been riding. 

MODEL FOE, PARSING. 

Having been riding is a participle, perfect pro- 
gressive, intransitive, added to the pronoun I to denote an 
assumed action performed by the speaker. 

3. Seat Work. 
Write the perfect participles (common, progressive, 
and passive forms) of the verbs — 

Hew, shake, steal, teach, WTite. 



^^Q PERFECT PARTICIPLES CONTINUED. 



I<l{^gO^ 219. 

Subject of the Last Lesson Continued. 

1. Examples. 

1. Ha^dng experienced some difficulty in making my way 
through the jungle, I was separated from my friends, and had 
the pleasure of completing my journey alone, 

2. Never having been initiated into this wild sport, I made 
many ridiculous blunders. 

3. The colonists, having gained peace and security, gave 
their attention to the founding of a permanent government. 

4. Having been driven from his home, he wandered among 
the mountains, subsisting on berries and wild game. 

5. Moses, having led his flock to the backside of the desert, 
was astonished at the sight of a burning bush. 

6. But he that hides a dark soul and foul thoughts, 
Benighted walks under the mid-day sun ; 

Himself is his own dungeon. 

—MUton. 

7. Next day, within a mossy glen, 'mid moldering trunks 

were found 
The fragments of a human form upon the bloody ground ; 
White bones from which the flesh was torn, and locks of 

glossy hair ; 
They laid them in the place of graves, yet wist not whose 

they were'. —Bryant, p. 1T3. 

2. Seat Work. « 

Study the next lesson, and write the parsing of all the 
participles. 



COMPLETE CLASSIFICATION OF PARTICIPLES. ^70 



Complete Classification of Participles. 

1 . Instruction. 
Every verb has three participles, — the present, the past, 
and the perfect. 

The present participle represents the action as present 
at the time denoted by the predicate. The present par- 
ticiple of a transitive verb may be active or passive^ as 
seen in the following example : — 

Loving all and loved by all, he enjoys a happy life. 

In this sentence, loving is present active, and loved 
is present passive. 

The past participle (except when passive) is combined 
with some other word or words, as it is in the perfect 
tenses and perfect participles. 

The past participle of a transitive verb is sometimes 
passive, as seen below. 

A fish caught in the China Sea ■will he exJdbited in Boston. 

In this sentence, caught represents the action as tak- 
ing place before the time denoted by the predicate, and is 
called the Past Passive Participle. The present 
passive participle, and the past participles, both active and 
passive, are written alike, and have to be distinguished 
by the manner in Avhich they are used, as will be seen by 
comparing the following examples with the last one given 

above : — 

1. The fish caught in those ivaters are very large. 

2. I have caught many fine fish in that lake. 

A perfect participle, as already noticed, may take the 
common form or the progressive ; and if transitive, the 
passive form also. 

Give all the participles of the following verbs : — 

Speak, watch, give, teach, fall, improve. 



28o 



COMPLETE CLASSIFICATIOX OF PARTICIPLES. 



FOR.M FOR WRITING PARTICIPLES. 

PRESENT PARTICIPLES. PAST PARTICIPLES. 

Active. Passive. Active. Passive. 

Speaking, spoken. spoken, spoken. 

Watching, watcliecl, watched, watched. 

Giving, given, given, given.. 

PERFECT PARTICIPLES. 

Common Form. ' Progressive Form. Passive Form. 

Having spoken, having been speaking, having been spoken. 

Having watched, having been watching, having been watclied. 

Having given, having been giving, having been given. 

2. Examples. 

1. Having been summoned to the seat of war, he imme- 
diately departed. 

2. Foiled and defeated, the British general effected a gloomy- 
retreat. 

3. Having wielded his sword with success, he retired with 
honest delight to his farm. 

4. The Indian currency consisted of a sort of long beads 
cut from the inside of shells. 

5. Ha^dng gathered up the drj^ pine branches, he kindled a 
fire. 

6. To threats the stubborn sinner oft is hard. 

Wrapped in his crimes, against the storm prepared; 

But, when the milder beams of mercy play. 

He melts, and throws his cumbrous cloak away. 

—Drijilen. 

3. Seat Work. 

Study the next lesson ; write the parsing' of the par- 
ticiples, and give all the other participles that can be de- 
rived from the same verbs. 



MIS CELLANEOUS EXER OISE. 



2'6l 



Miscellaneous Exercise. 

1. Examples. 

1. Having risen to a state of affluence, he neglected the 
humble friends who had aided him in former years. 

2. The patient Innuit had been watching all day on the ice 
for the appearance of Nutchook, the seal. 

3. Having failed in the object of his mission, he engaged in 
the better enterprise of exploring the south-western coast of 
America. 

4. Who of us will then care for praise ? 

5. Some fondly imagine that they will never die. 

6. You, my dear sir, have often been seen in the company 
of profligate men. 

7. They do not err 

Who say, that when the poet dies, 

Mute Nature mourns her worshiper. 

And celebrates his obsequies. 

—Scott. 

2. Seat Work. 

Study the next lesson, and write the analysis of sen- 



tence 6. 



Miscellaneous Exercise. — Continued. 

1. Examples. 

1. None ever knew for whom the hut was built, 

2. The cars have been running to Nelson for the last tln-ee 
weeks. 

3. In the next town the lecturer had been making quite a 
stir among the people. 

4. Fred was the only scholar who had been absent, so all 
knew who the teacher meant. 



2^2 MISCELLANEOUS EXERCISE CONTINUED. 



5. Have all those upon whom this disappointment falls been 
laboring in vain ? 

6. Our object will not have been accomplished till the tom- 
ahawk shall be buried forever ; till the Avilderness and the soli- 
tary place shall have been glad for us, and the desert shall re- 
joice, and blossom as a rose. — Francis Wayland. 

7. Our object will not be accomplished until every idol tem- 
ple shall have been utterly destroyed. — lb. 

Note.— An error has been purposely made in one of the above examples. 
Do not fail to correct it. 

2. Seat Work. 
Select sentences containing all the different kinds o£ 
participles. 



Miscellaneous Exercise.— Continued. 

1. Examples. 

1. The gleaming swords like meteors flash. 

2. We have the promise that we shall not tread the dark 
valley alone. 

3. That he was seen elsewhere the same evening, afiords no 
proof of his innocence. 

4. Having been earnestly engaged in the duties of his pro- 
fession, he was unacquainted with the current news of the day. 

5. A glorious remnant linger yet, 

Whose lips are wet at Freedom's foimtains, 

The coming of whose welcome feet 

Is beautiful upon our mountains. 

— Whittle?', p. 54. 

6. But not for her has spring renewed the sweet surprises of 
the wood. — Ibid, p. 371. 

2. Seat Work. 
Study the next lesson so as to be al)le to describe the 
different tenses and participles in all their forms. 



TENSES AND PARTICIPLES. 



283. 



I<^ggOK ^^4- 



Synopsis of the Formation and Uses of tlie Differ- 
ent Tenses and Participles. 

1 . Instruction. 

The Indicative mode has six tenses which have been 
considered in all their forms. In the — 
COMMON FORM, 

The present tense is the simplest form of the verb, 
with such changes as may be required by the person and 
number of the subject. It is used when we wish to rep- 
resent an action as present at the time of mentioning it. 

The past tense of regular verbs is the simplest 
form of the verb, with ed added. Irregular verbs have 
no regular way of forming their past tense, hence their 
name. The past tense is used when we wish to represent 
the action as past at the time of mentioning it. 

The future tense consists of the name-form with- 
out to, as chief word, or basis, with one of the words 
shall or loill, prefixed as auxiliary. It has no change for 
the person and number of its subject, and is used when- 
ever the speaker wishes to predict an action, state, or quality. 

The present perfect tense consists of the 2^<^f-^i 
participle as basis, with the present tense of ^^to have'''' for 
auxiliary. It is used when we wish to represent an action 
as completed at the time of mentioning it. 

The past perfect tense consists of the past par- 
ticiple as basis, with the past tense of ^Ho have'''' for aux- 
iliary. It is used when we wish to represent an act as 
completed at some point of time in the past. 

The future perfect tense consists of the past 
participle as basis, with the future tense of '-Ho have^^ for 
auxiliary. It is used when we wish to predict that an 
action will be completed at some point of time in the future^ 



?84 



TENSES AXD PARTICIPLES. 



PROGRESSIVE FORM. 
In this form we employ the present active 2'>nrtiGiple as 
basis in all the tenses, and for auxiliaiy that tense of the 
verb to he which corresponds to the tense we wish to form. 

PASSIVE FORM. 
This form consists of the ixissive particiiile as basis, 
with the tenses of the verb to he for auxiliaries. 

PARTICIPLES. 

The present active participle is made by dropping 
to from the name-form^ and then adding ing. It is employed 
to assume an action, and represent it as continuing at the 
time denoted by the predicate. 

The prese'itt passive p«r^icz)9/e of a regular verb 
takes the sa^e form as its past tense. It is employed to 
assume an action, and represent it as being received at the 
time denoted by the predicate. 

The past active participle is the same in foim as 
the passive^ but differs from it in its use. It is seldom, if 
ever, used alone, but is employed with the tenses and 
present active participle of to have in forming the perfect 
tenses and perfect participles. 

The past passive participle differs from the present 
passive only in that it rej^resents the act denoted by it as 
occurring hefoo^e the act denoted by the predicate, while 
the present passive represents its act as taking place at the 
same time as that denoted by the predicate of the clause 
in Avhich it is used. 

The jyevfect active ;9a?'^?c?7;/e has the ;:>rts^ p>artici}yle 
as basis, and the 'present active of " to have " as auxiliary. 
It corresponds to the perfect tenses, common form, and 
assumes just what they predicate. 

The perfect priujvessive participle has for its basis 
the p>resent active participle of the verb whose tense we are 
forming, and for auxiliary the perfect active participle of 
the verb '•Ho he" It corresponds to the perfect progressive 
tenses, and assumes just what they ]u-edicate. 



REVIEW EXERCISE. 



285 



The perfect passive paTtidple has for its basis the 
fasswe participle of the verb whose tense we are forming, 
and for auxiliary the perfect active participle of " to 5e." 
It corresponds to the perfect passive tenses, and assumes 
just what they predicate. 

2. Seat Work. 

Study next lesson ; write out the parsing of the words 
in sentence 1, and a brief analysis of sentence 2. 



Review Exercise. 

1. Examples. 

1. Not what we think, but what Ave do, makes saints of us. 

2, The stag at eve had drunk his fill, 
Where danced the moon on Monan's rill. 
And deep his midnight lair had made 

In lone Glenartney's hazel shade ; 

But when the sun his beacon reel 

Had kindled on Benvoirlicli's head, 

The deep-mouth'd blood-hound's heavy bay 

Resounded up the rocky way. 

And faint, from farther distance borne. 

Were heard the clanging hoof and horn. 

-Scott. 

Remark. — In sentence 1, w^e may supply a predicate, 
but it is probably unnecessary, for not may be regarded as 
giving a negative meaning to the predicate as applied to 
the first subject, and h%it as showing that in its application 
to the second subject it has an opposite meaning, that is, 
an affirmative. 

What are the subjects of this sentence — tilings under- 
stood, or the clauses. What we think, and What we do, 
taken separately ? 



286 



REVIEW EXERCISE CONTIXVED. 



If things or some such noun understood is the subject, 
then why is the verb in the third person singular number ? 

Again : is it the tJiings or the doing of them that 
makes us saints ? 

2. Seat Work. 

Study the next lesson, and TVTite the analysis of the 
first example. 



Review Exercise.— Continued. 

1. Examples. 

1. Now was the winter gone, and the snow: and Robin the 

Redbreast 
Boasted on bush and tree it was he, it was he and no 

other 
That had covered with leaves the Babes in the Wood; 

and blithely 
All the birds sang with him, and little cared for his 

boasting, 
Or for his Babes in the Wood, or the Cruel Uncle, and 

only 

Sang for the mates they had chosen, and cared for the 

nests they were building. 

—Longfdloiv. 

2. The fowls of heaven, 

Tamed by the cruel season, crowd around 

The winnowing store, and claim the little boon 

Which Providence assigns them. 

— Tho77ison,. 

3. At length a murmur like the winds that break 

Into green waves the prairie's grassy lake, 

Deepened and swelled to music clear and loud. 

— Whittier. 

2. Seat Work. 
Study the next lesson, and Avrite the analysis of exam- 
ples 5, 7, and 8. 



VOTENTIAL MODE. 



287 



Potential Mode; Present and Past Tenses. 

1. Instruction. 

1. -He contributes generously. 3. The Spartans fought bravely. 

2. You can assist me. 4. Henry could speak fluently. 

In the Jirst sentence above, we predicate the real per- 
formance of an action, and represent it as taking place in 
what is regarded as the present period. But in the sec- 
ond sentence, we simply predicate the power to act. Assist 
denotes the action, and can shows that it is the power to 
act rather than the act itself that is predicated. 

The third sentence predicates the actual performance of 
an action in the past ; but the fourth sentence predicates, 
not that Henry performed the act in the past, but simply 
that he had the power to perform it. 

In like manner we may predicate the necessity.^ possi- 
bility., or prohahility of an action ; the duty of acting, ^(per- 
mission to act, etc. Thus : — 

1. We must go to-day. 3. All men should honor God. 

2. We may return to-morrow. 4. You may remain a week. 

We have seen that the indicative mode represents 
the action, quality, or condition, predicated of the subject, 
as actually taking place or existing ; that the imperative 
mode predicates a command or an exhortation to act; and 
now it is seen that we have need of another mode for 
the 23^11'pose of predicating the power to act, the necessity 
of acting, etc. 

Potency means power ; and since this mode is so often 
used to predicate power, it is called the potential 
mode. It has four tenses ; the present, the past, the 
present perfect, and the past perfect. Each of these tenses 
-consists of two parts, — the action word, or hasis, and an 
auxiliary. 



POTENTIAL MODE. 



The present tense and the past tense have the same 
basis, — the name-form without to. The present tense em- 
ploys one of the words, may., can, or must, as auxiliary ; 
and the j^ast tense, anight, could, would, shoidd, or ought. 
When ought is used as auxiliary, the to of the name-form 
is retained. 

- From the illustrations given below it will be seen that 
the tenses of this mode do not always denote the time in- 
dicated by their names. The present tense often denotes 
future time, and the past may denote a present event, or 
even one that is to take place in the future. 

1. I may go next iceeJc. 

2. He might become a scholar if he v:ould. 

3. If I could sell my place to-day, I would go to-morrovj. 

2. Examples. 

1. I can hear that voice yet. 

2. Through the trees, we could see the waters, sparkling in 
the sun. 

3. Two little urchins at her knee you must paint, sir. 

4. The berries we gave her, she wouldn't eat. 

5. I can hear sweet invitations 
Tlirough the sobbing, sad vibrations 

Of the winds that follow. 

6. Joys of earth on earth must pass away. 

7. Beneath the liill you may see the mill 

Of wasting wood and crumbling stone. 

8. The gates of the city we could not see. 

MODEL FOR AISTALYSIS. 

Fx. — 7 could not go yesterday, hut I must go to-day. 

1. This sentence consists of two clauses. 

2. But shows that these clauses are of equal rank, and 
that the second is opposed to the first in meaning ; the 
first saying that I could not go, and the second, that I 
must go. 

3. / is the subject of the first clause. 



PRESENT AND PAST POTENTIAL OF -'TO HAVE/' ^^Q 

4. Could go is the predicate ; it predicates that I 
have the power to go. 

5. GrO is the "name-form without ^o," and denotes 
the action. 

6. Could shows that it is the powei" to act, rather 
than the action itself, that is predicated ; it also indicates 
the past tense. 

7. JVot makes the predicate deny what it would other- 
wise affirm. 

8. Yesterday tells when I could not go ; it is what 
remains of the phrase on yesterday. 

9. I is the subject of the second clause. 

10. Must go is the predicate ; it predicates a neces- 
sity for an action. 

1 1 . Go is the " name-form without ^o," and denotes 
the action. 

12. Must shows that it is the necessity for the action, 
rather than the action itself, that is predicated ; it also 
denotes the present tense. 

13. Etc. 

MODEL FOR PARSING. 

Could go is a verb, irreg., intr., potential mode, 
past tense. Verbs in this mode do not change their form 
for the person and number of the subject. 

Must go is a verb, irreg., intr., potential mode, pres- 
ent tense. Verbs in this mode, etc. 

3. Seat Work. 
Study the next lesson ; write the parsing of the verbs 
in sentences 1 to 6, and the analysis of sentences 7 and 8. 



The Present and Past Potential of "To Have." 

1. Examples. 

1. He may have a message for you. 

2. You might have the approval of all who know you. 

3. Every man should have an interest in his country's wel- 
fare. 

19 



290 



PERFECT TENSES OF THE POTENTIAL MODE. 



4. You can see the gap in the old wall still, and the step- 
ping-stones in the shallow brook. 

5. We must have confidence in God's providential care, or 
we can never have perfect peace. 

6. He could have an honorable position, but he prefers the 
life of an idler. 

7. He knew that his friends would no. longer have any con- 
fidence in his plans. 

8. All who would have the approval of God must practice 
self-denial. 

9. White blossoms are bursting 

The thickets among, 
And all the gay greenwood 

Is ringing with song ! 
There's radiance and rapture 

That naught can destroy, 

O earth, in thy sunshine, 

O heart, in thy joy! 

— Goethe. 

2. Seat Work. 
Study the next lesson. 



The Perfect Tenses of the Potential Mode. 

1. Instruction. 
The perfect tenses of the potential mode consist of 
tlie past i)articiple and the verb " to liave^'' just as they do 
in the indicative; but the present and past potential of 
"^o have^'' are used instead of the present and past indic- 
ative. Thus : — 

Indicative. Potential. 

( Have risen, Tnay have risen. 

Present Perfect. . . . < Have given, can have given. 

(. Have broken, must Jiave broken. 



PERFECT TENSES OF THE POTENTIAL MODE. 20 r 



Indicative. Potential. 

Had run, might have run. 

Had striven, should have striven. 

Past Perfect (^ Had drawn, could have drawn. 

Had taught, would have taught. 

Had been, ought to have been. 

The present tense of 'Ho have^^ in the potential mode, 
as has been seen, is may have., can have., or Tnust have., 
and its past tense, might have, could haue, should have, 
would have, or ought to have. 

Select verbs from the preceding lessons, and form 
their perfect tenses in the potential mode, telling how it 
is done, and why. 

2. Examples. 

1. All the birds by the roadside laughed at him, and told 
him that the hare must have reached the forest long ago. 

2. You might have heard the cricket's trill. 
Or night birds, calling from the hill. 

3. This elegant ros6 might have bloomed with its owner 
awhile, 

4. You should have seen that long hill-range, 

With gaps of brightness riven, 
• 5. "You should not have left the others," she said. 

6. Who would have thought it was so late? 

7. You would not have talked a year ago. 

As you have talked to-night, 

8. He must have contemplated joining our party. 

9. He can have come for no other purpose, 

10. You could have gone on the evening train, and saved a 
day by it. 

11. He may have lost his way, and some one should search 
for him. 

MODEL FOR ANALYSIS. 

Ex. — He could have written, 

1. He is the subject. 

2. (Jould hay© written is the predicate ; it pred- 



2Q2 PROMISCUOUS REVIEW. 

icates the 230ssibility or the power to have completed an 
action in the past. 

3. Written denotes completed action. 

4. Could liav^e is the past potential of to have, and 
shows that the power or possibility of completing the ac- 
tion existed in the past. 

3. Seat Work. 
Study the next lesson, and select examples of the 
tenses explained in this lesson. 



Promiscuous Review. 

1. Examples. 

1. We may believe that to her lonely heart the voice of 
hiunan praise was sweet. 

2. Everybody who could escape had fled from the city. 

3. There were some passages that would have served better 
for a prose pamj^hlet. 

4. Should not the dove so white 
FolloAv the sea-mew's flight? 

5. He has gone at last, yet I could not see when he passed' 
to his final rest. 

6.^ Can we regain what we have lost ? 

7. Who can tell what may come upcm us before another 
year shall close I 

8. Then some looked up into the sky, 

And all along where Lindis flows, 

To where the goodly vessels lie, 

And where the lordly steeple shows. 

—Jean Tngelow. 

9. It miglit have been the evening breeze 
That wliispered in the garden trees. 

It might have been the somid of seas 
That rose and fell. 

2. Seat Work. 
Select sentences like the examples in the next lesson. 



POTENTIAL MODE PREDWATING EXISTENCE, ETC. ^Q 



Potential Mode Predicating Existence, Quality, Con- 
dition, or Class. 

1. Instruction. 

The different tense forms of the verb to he, in the po- 
tential mode, are used, — 

( a.) To predicate that the existence of the tJting denoted 
by the subject is possible ; or that it was possible, or 
necessary, etc., as illustrated below. 

1. Such things must he. 

2. Such things might have been. 

3. It can not he. 

( b.) To predicate that the existence of a quality or con- 
dition is possible ; or that it was possible, or necessary, 
etc. Thus : — 

1. He oould he agreeable. 

2. He might have been rich. 

( c.) To predicate that the possibility, etc., for the sub- 
ject to belong to a certain class, exists, or did exist. Thus : — 

1. You must he our guide. 

2. He might have been a scholar. , 

2. Examples. 

1. We should be thankful for present blessings. 

2. Happiness must be lawful, or it cannot be lasting. 

3. You may be faithful without being appreciated. 

4. He might by this time have been an accomplished work- 
man. 

5. She must have been ninety years old. 

6. He might have been famous, but he could not have been 
a good man. 

7. Gifted must be the man who is loyal to so high a voca- 
tion. 



2Q . POTENTIAL MODE PREDICATING EXISTENCE, ETC. 

8. Thou knowest the shadow coiild not be, without a light 
beyond. 

9. His religious opinions would have been acceptable to 
neither party. 

MODELS FOE. ANALYSIS. 

Ex. — He might have been rich. 

1. He i'?, the subject. 

2. Might have been rich is the predicate ; it 
predicates the possibility of a condition. 

3. Rich is an adjective, and denotes the condition. 

4. Mig'llt have been is the past perfect potential 
of the copula, and shows that the possibility of his being 
in this condition existed and came to an end in the past. 

Ex. — He might have been a scholar. 

1. He h the subject. 

2. Might have been a scholar is the predi- 
cate ; it predicates the possibility of his having belonged 
to a class called scholars. 

3. Scliolar names one of this class. 

4. Mig'llt have been is the past perfect potential 
of the copula, and shows that the possibility of his be- 
longing to this class existed and came to an end in the 
past. 

Ex. — Such thi7igs must be. 

1. Things is the subject. 

2. Must be is the predicate ; it predicates a present 
necessity for the existence of the things denoted by the 
subject. 

3. Such, etc. 

Ex. — / think that you might be useful. 

1. /is the subject. 

2. Think is the predicate. 

3. That you might be useful, tells what T think, and is 
called the object. 

4. TIiAtt introduces the chiuse, and shows it to be sub- 
ordinate in rank. 



PROGRESSIVE FORM OF THE POTENTIAL MODE. 



295 



5. You is the subject. 

6. Might be useful is the predicate ; it predicates 
the possible existence of a quality. 

,7. Useful is an adjective, and denotes the quality. 

8. Might be is called the past tense of the copula, 
but is here used to show a present possibility for the ex- 
istence of the quality. 

MODELS FOB PARSING. 

Ex. — You should have been more cautious. 

Should Jtiave been is a verb, irreg., cop., potential 
mode, past perfect tense. Verbs in this mode do not change 
their form for the person and number of the subject. 

Cautious is an adjective, qual., used with the cop- 
ula to form the predicate. 

3. Seat Work. 
Give all the tense-forms of the following verbs in the 
potential mode, progressive form, writing out the first two : — 

Think, look, sleep, preach, wait. 



Progressive Form of the Potential Mode. 

1. Instruction. 

Write upon your slates all the tense-forms of the verb 
to he in the potential mode. 

Now add to each of these tenses the present active 
participle of the verb to work. Thus : — 

Present. — May, can, or must he working. 

Past. — Might, could, would, should, or ought (to) he worTc- 
ing. 

Present Perfect. — May, can, or must have heen working. 

Past Perfect. — Might, could, would, should, or ought (to) 
have been working. 



296 



PROGRESSIVE FORM OF THE POTENTIAL MODE. 



This shows that the progressive form in the potential 
mode consists of the present active participh mul the copula^ 
just as it does in the indicative. It is used to predicate 
the possibility, necessity, etc., of a progressive action. 

2. Examples. 

1. He may have been dreaming. 

2. You should have been watching. 

3. He might have been earning something. 

4. You must be improving your time. 

5. We should be laying up treasures in Heaven. 

6. I honor your judgment, dear brother, but yet can not see 
the propriety of taking the course which you recommend. 

7. Dull would he be of soul who could pass by a sight so 
touching. 

8. We may be learning something each hour. 

9. He may have been sick, but the probability is that he 
was intoxicated, 

10. He must have been thinking of something else, or he 
would not have made such a remark. 

11. The ploughman that turns the sod may be a Cincinnatus 
or a Washington, or he may be brother to the clod he turns. 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. ZTe is the subject. 

2. May have been clreaining is the predicate ; 
it predicates the })ossibility of a progressive action. 

3. DreaiTlillg denotes the action. 

4. Mai/ have been is the present perfect potential of 
the copula, and shows that the possibility of his perform- 
in'^ tills progressive action existed and came to an end in 
the ])resent period. 

Remarks. — In sentence 2, should have been watching 
} ledicates a duty in regai-d to a progressive action. Watch- 
ing denotes the action, and sh(nfl<f h.a.ve been sliows that his 
duty to peH'orm tlie action existed and came to an end in 

the jjast. 



CONTINUATION OF THE LAST LESSON. ^^y 

In sentence 4, must he shows that the necessity for 
performing the action exists at the time of speaking. 

In sentence 5, should he is called the past potential of 
the copula, but here shows that our duty in regard to this 
progressive action exists at the present time. 

3. Seat Work. 

Study the next lesson, and write the analysis of sen- 
tences V, 9, and 11. 



Subject of the Last Lesson Continued. 

1 . Examples. 

1. That' star may have been shining for ages. 

2. We should be making preparations for our departure. 

3. It must have been a grievous offense of which Moses and 
Aaron were guilty. 

4. Our friends must be crossing the mountains by this time. 

5. That must have been a merry sight. 

6. You may be copying while I am searching for examples. 

7. The king will have been dead three days before you can 
reach the camp. 

8. You should have been giving attention to the speaker. 

9. Thoughts of what "might have been" never troubled him. 

10. We should have been ready at ten o'clock. 

11. He may have been striving to the best of his ability. 

12. We should each day of our lives be stepping heavenward. 

2. Seat Work. 
Study the next lesson. Write the analysis of sentences 
1, 4, 8, and 9. 



298 



PASSIVE VOICE OF THE POTENTIAL MODE. 



Passive Voice of the Potential Mode. 

1. Instruction and Exercises. 

Write on your slates all the tense-forms of to he in 
the jjotential mode. 

Now add to these the passive participle of any tran- 
sitive verb ; to break, for instance. 

By examining these forms it will be seen that the pas- 
sive voice, or passive form, of the potential mode, consists 
of the passive particijyle and the copula, just as it does in 
the indicative mode, except that we use the potential form 
of the copula instead of the indicative. 

Change the transitive verbs, in this lesson and in the 
preceding one, to the passive form ; then change them to 
the passive form of the indicative mode ; lastly, change 
them to the indicative progressive. 

Form the passive voice of the following verbs in all 
the tenses of the potential mode : — 

Deceive, teach, write, astonish, convince. 

2. Examples. 

1. Wlio can tell what crimes may have been committed in 
that dark place ? 

2. Not a shadow could be seen. 

3. Much valuable information may be found in Macaulay's 
Essays. 

4. Some time should be given to extemporaneous speaking. 

5. He may have been deceived in regard to duty. 

0. By proper management the fort might have been taken, 

7. The college can be seen for several miles. 

8. It is not surprising that it should have escaped the search 
(jf strangers. 

9. The war could have been brought to a ch^se much sooner. 

3. Seat Work. 
Write the analysis of examples 4 and 5 of the next 
lesson. 



VARIOUS FORMS OF THE POTENTIAL MODE. 20Q 



Various Forms of the Potential Mode, 

1. Examples. 

1. The soldiers must have been thoroughly drilled, or they 
would have fallen into disorder under such circumstances. 

2. Some may be waiting for a more favorable opportunity. 

3. Why I should have been chosen, I cannot understand. 

4. Whither, midst falling dew, 

While glow the heavens with the last steps of dciy, 
Far through their rosy depths dost thou pursue 
Thy solitary way 1 —Bryant, p. 26. 

5. Seekest thou the plashy brink 

Of weedy lake, or marge of river wide, 

Or where the rocking billows rise and sink 

On the chafed ocean-side l —Ibid. 

6. For I think the affections must be sadly checked and 
chilled, even in the best men, by their intercourse with the 
world. 

7. The good people feared that they might be driven away 
from hearth and home. 

8. This is the way in which all the work might have been 
done. 

Remark. — In example 5, the clause in the third line 
seems to limit some noun understood, such as spot or slwre. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 3 and 9. 



BE VIEW EXERCISE. 



Review Exercise. 

1. Examples. 

1. He will have been waiting for you in Paris several days 
before you arrive. 

2. A government having at its command the armies, the 
fleets, and the revenues, of Great Britain, might possibly hold 
Ireland by the sword. 

3. The maiden clasped her hands, and prayed 

That saved she might be ; 
And she thought of C/irist, who stilled the wave 
On the Lake of Galilee. 

4. We are told that the Union must be preserved without 
regard to the means. 

5. Was it a dream we dreamed? 

Or did we hear 
The harping of silver harps, 
Divinely clear? 

6. I tried my voice, — 'twas faint and low, 

But yet he swerved as from a blow. 

—Byron. 

7. He Avasted no time in play when he should have been 
studying. 

8. For none return from those quiet shores 
Who cross with the boatman cold and pale. 

9. Childhood is the bough, where slumbered 

Bh'ds and blossoms many-numbered ; — 

Age, that bough with snows encumbered. 

—Longfellow. 

2. Seat Work. 
Study the next lesson, and write the parsino^ of all the 
words except those that are repeated in the same office. 



THE IMPERATIVE MODE. 



301 



Review Exercise.— Continued. 

1. Examples. 

L The play's the thing 

Wherein I'll catch the conscience of the king. 

—Shakf^peare. 

2. Speaking of their beauty, we must not forget what useful 
things flowers and plants are. 

3. There is a world where all are equal — 

We are hurrying toward it fast — 
We shall meet upon the level there 
When all the gates of death are i^ast. 

4. Who has been putting this nonsense into your head ? 

5. I saw a famous fountain, in my dream, 

Where shady pathways to a valley led; 
A weeping willow lay upon that stream. 

And all around the fountain brink were spread 

Wide-branching trees, with dark green leaf rich clad, 

Forming a doubtful twilight — desolate and sad. 

—Charles Lamb. 

6. O Liberty, can man resign thee. 

Once having felt thy generous flame? 

7. He would not admit me until I promised that he should 
have half of what I should get for my turbot. 

2. Seat Work. 

Write the analysis of examples 4 and 5 of the next 
lesson, and the parsing of the verbs in the other examples. 



The Imperative Mode. 

1 . Instruction. 
The imperative mode has but one tense — the present. 
It is the name-form without to, and differs from the pres- 
ent indicative only in the verb to be, as seeji beloAv ;^ 
Indicative. — You are lioncd. 
Imperative. — Be honest. 



302 



THE INFINITIVE MODE. 



2. Examples. 

1. Be faithful. 

2. Be a gentleman. 

3. Write often. 

4. Be men, not beggars. Cancel all 
By one brave, generous action; trust 
Your better instincts, and be just. 

5. Awake, Sir King, the gates unspar! 
Rise up and ride both fast and far! 
The sea flows over bolt and bar! 

6. 'Twas our favorite dell, 

Cut by the trout-stream through a wooded ridge : 
Above, the highway on a mossy bridge 

Strode o'er it, and below, the water fell 
Through hornblende bowlders, where the dircus flung 

His pliant rods, the berried spice-wood grew, 

And tulip-trees and smooth magnolias hung 

A million leaves between us and the blue. 

—Bayard Taylor. 

7. Long after every star came out, we paced 

The terrace, still discoursing on the themes 

The day had started, intermixed with dreams 

Born of the summer night. 

—Ibid. 

3. Seat Work. 

AVrite the parsing of the verbs in the last six exam- 



ines of the. next lesson. 



The Infinitive Mode. 

1. Instruction. 

The infinitive mode has two tenses ; the present and 
the present perfect. The present infinitive is the uame-form, 
already described. Thus : — 

To be, to write, to think. 

The present perfect consists of the past participle, and 



THE INFINITIVE MODE. ^^^ 

the present infinitive of "^o have'''' ; just as the ])R'.sc'iit 
perfect indicative consists of the past participle, and the 
present indicative of ^Ho haveP 

Observe that the past participle is used in all the i)er- 
fect tenses and perfect participles to denote a completed 
action. With this, we use, in the common form, the pres- 
ent indicative of '•Ho liave^^ for the present perfect tense 
of the indicative mode j the present potential of "to hai^e^'' 
for the present perfect tense of the potential mode; the 
present infinitive of "to have^'' for the present perfect tense 
of the infinitive mode; and the present active participle 
of "to have^^ for the perfect active participle. Thus: — 

Present Perfect Indicative. — Have spoken. 
Present Perfect Potential. — May have spoken. 
Present Perfect Infinitive. — To have spoken. 
Perfect Active Participle. — Having spoken. 

The verb in the infinitive mode, like the participle, 
assumes or names the action, but can never predicate it. 
Since it cannot predicate anything, it has no person and 
number. It always has the same form, regardless of the 
person and number of its subject, but drops to when used 
after certain verbs ; such as make, feel, let, need, shall, 
see, will, may, can, must, might, coidd, woidd, should, etc. 

It differs from the participle in form, and in some of 
its uses. 

The infinitive may be used as an adjective, or as an 
adverb, but it is more commonly a noun. 

2. Examples. 

1. The time to part has come. 

2. He has come to spend the winter. 

3. To feel the fresh air of a spring morning is delightful. 

4. It is delightful to feel the fresh air of a spring morning. 

5. His feet are swift to shed blood. 

6. I hope to find it. 

7. A desire to assist you prompted the proposal. 



^r\A THE INFINITIVE MODE. 

8. They remained to visit tlieir friends. 

9. To do good is the duty of all. ^ 

10. We are anxious to improve. 

11. He was unable to persuade the multitude. 

12. He that would be a hero must not fear to die. 

13. The time to plant flowers has come. 

14. I profess, sir, to have kept steadily in view the prosperity 
and honor of the whole country. 

MODELS FOR ANALYSIS. 

SenteiLce 1, 

1. Time is the subject. 

2. Nas come is the predicate. 

3. The shows that some definite time is meant. 

4. To part, tells ivhat time is meant. 

5. Etc. 

Sentence 2, 

1. He i^ the subject. 

2. Has come is the predicate. 

3. To spend the winter tells why he came. 

4. Winter names the season that he came to spend. 

5. Etc. 

MODELS FOR PARSING, 

Sentence 1. 
To part is a verb, reg., intr., infinitive mode, present 
tense, and is used to tell what time is meant. 

Sentence 2. 
To spend is a verb, irreg., tr., active voice, infini- 
tive mode, i)resent tense, and is used to tell the purpose 
of his coming. 

Sentence 3, 

To feel is a verb, irreg., tr., active voice, infinitive 
mode, present tense ; it is used in this sentence to name an 
action, and thus becomes a verbal noun ; it is the subject 
of the sentence, and is therefore put in the uom. case. 



THE INFINITIVE MODE CONTINUED, 



3o5 



Sentence ^. 
To feel is a verb, irreg., tr., active voice, infinitive 
mode, present tense; it is used to name an action, and 
thus becomes a verbal noun ; it explains what is meant by 
it, and is therefore put in the nom. case. 

3. Seat Work. 

Write the parsing of the words in the first example 
of the next lesson, and the analysis of the second example. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. Do you know what has been done to check this growing 
evill 

2. With such crazy vessels and such discontented crews, all 
his heroism would have failed to insure success. 

3. My lord, I came to see your father's funeral, 

4. A desire to please characterized all his actions. 

5. Do you expect to complete your education this year? 

6. It is useless to quarrel with nature. 

7. I think I may venture to go it alone. 

8. But I would like first to explain how water freezes. 

9. The magpie readily learns to repeat a few words. 
10. Music hath charms to soothe the savage breast. 

2. Seat Work. 

Select nine sentences, each containing a verb in the 

infinitive mode, — six in the present tense, and three in the 

present perfect tense. 

20 



^Q^ FORMS OF THE INFINITIVE MODE. 



I<i^ggO>[ ^41. 



Progressive and Passive Forms of the Infinitive 

Mode. 

1. Instruction. 
The infinitive, like the other modes, has the progressive 
and passive forms. The present infinitive, progressive form, 
consists of the present active participle, and the present 
infinitive of the copula. Thus : — 

Com. — To vxdcli. Progr. — To he u-atchhig. 

The present perfect infinitive, progressive form, con- 
sists of the present active participle, and the present j^er- 
fect infinitive of the copula. Thus: — 

Com. — To have watched. Pp.oge.. — To have been ii-atchi7ig. 

The passive form of the infinitive mode is the same 
as the progressive, except that the passive participle is used 
in place of the jjresent active. 

Put the tenses of the copula, infinitive mode, on your 
slates. Then add the present active participle to make the 
progressive form, and afterward the passive participle to 
make the passive form. Thus : — 

Present. Present Perfect. 

Com, — To be, to have been. 

Pkogr. — To be ivatching, to have been tvatching. 

Pass. — To be watched, to have been watched. 

To be denotes existence that is present at the time 
referred to. To have been denotes existence that is past 
and completed [eoided] at the time referred to. 

To be loatcJiing denotes an action that is, was, or T\dll 
be, progressing at the time referred to. 

To have been watcldng denotes an action that has been 
progressing, but is completed at the time referred to. 



FORMS OF THE INFINITIVE MODE. ^^^ 

To he watched denotes the reception of an action at 
the time referred to. 

To have been watched represents an action as having 
been received and completed. 

Give the progressive and passive forms of the follow- 
ing verbs in the infinitive mode: — 

To reach, to strike, to drive, to teach, to write, to scold, to 
:reprove, to try, to hear. 

These forms ai'e often used as verbal nouns, as seen 
l)elow. 

2. Examples. 

1. It is our duty to be watching. 

2. To have been watching would have been prudent. 

3. It is not always pleasant to be watched. 

4. To have been hindered at such a time must have been 
unpleasant. 

5. It is sad to see such forgetfulness of duty. 

6. To be forgetful in such a cause is sinful. 

7. Think not that thou and I 

Are here the only worshipers to-day 
Beneath this glorious sky. 

Mid the soft airs that o'er the meadows play; 
These airs, whose breathing stirs 
The fresh grass, are our fellow-worshipers. 

See, as they pass, they swing 
The censers of a thousand flowers, that bend 

O'er the young herbs of spring, 
And the sweet odors like a prayer ascend. 

While, passing thence, the breeze 

Wakes the grave anthem of the forest trees. 

—Bryant, p. 849. 

MODEL FOR ANALYSIS. 

Sottence 1. * 

1. /^ is the subject. 

2. Is our duty is the predicate ; it predicates that 
-whatever is denoted by it belongs to that class of objects 
•called duties. 



3o8 



FOR.ys QF THE INFINITIVE MODE CONTINUED. 



3. Duty names one of the class. 

4. Our^ by alluding to the speaker and those asso- 
ciated with him, shows whose duty it is. 

5. Is shows that the thought is predicated. 

6. To be Avatcllillg", by naming an action, shows 
what is meant by it. 

MODELS FOR PARSIjSTG. 

To be watching is a verb, reg., intr., infinitive 
mode, present tense, progressive form ; it is used in this 
sentence to name an' action, and thus becomes a verbal 
noun ; it explains what is meant by it, and is therefore 
put m the nom. case. 

Sentence 2. 

To have been watching is a verb, reg., intr., 
infinitive mode, present perfect tense, progressive form ; it 
is used to name an action, and thus becomes a verbal noun ; 
it is the subject of the sentence, and is therefore put in 

the nom. case. 

Sentence ^. 

To lia\ e been liinclered is a verb, reg., tr., pas- 
sive voice, infinitive mode, present perfect tense ; it is used 
to name an action, and hence becomes a verbal noun ; it 
is the subject of the sentence, and is therefore put in the 
nom. case. 

3. Seat Work. 

Write the parsing of the infinitives in the next lesson. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. Many shop-customers were waiting to be served. 

2. This voyage deserves to be noted. 

3. We ought to be preparing for that great change wliich 
must soon come to us all. 



MIS CELLANE US EXER VISE. ^qq 

4. To have been living at such a time would have been a 

privilege. 

6. Now came still evening on, and twilight gray 

Had in her sober livery all things clad. 

—Milton. 

6. To have been sleeping at my post when the general passed 
by, would have cost my life. 

7. It is our duty to be always seeking opportunity for doing 
good. 

8. "The Pink Page deserves' to be hung, and you too, since 
you knew all about it," growled the king. 

9. When summer came, 

Our pastime was, on bright half-holidays. 
To sweep along the plain of Windermere 
With rival oars. —Wordsworth, p. 483. 

10. He claims to have been well instructed in the arts of 
war before leaving his native land. 

2. Seat Work. 
Write the analysis of sentences 2 and 3 of the next 
lesson. 



Miscellaneous Exercise. 

1. Examples. 

1. The natives scarcely know what it is t& see the gray head 
of an Englishman. 

2. ''I would like," said the Lily, "to bloom in the palace 
of the king; to be seen by the lords and ladies in their dresses 
of velvet, silk, and gold." 

3. I cannot help thinking that he ought to have recollected 
the many fields of fight in which we have been contributors to 
his renown. 

4. To have broken the line of battle at that point would 
Jiave secured the victory. 



^jQ PHRASES IN THE PR EDICATE. 

5. Their manner of treating the dead was similar to that 
observed among the natives of some of the islands. Having de- 
posited the corpse in a cavern or sepulchre, they placed a jar of 
water and a few eatables at its head, and then abandoned it 
without moan or lamentation. — Washington Irving. 

2. Seat Work. 
Select sentences illustrating the progressive and passive 
forms of the infinitive mode. 



i^i^^goK 344. 

The Inflnitiye and Other Phrases in the Predicate^ 

1 . Instruction. 
The infinitive is sometimes used with the copula to 
form the predicate. Thus : — 

1. He is to go to-morrow. 

2. He ivas to have gone yesterday. 

Is to go predicates determination in regard to a 
future action. 

Is is the copula, and to g'O is the present infinitive, 
used with the copula to form the predicate. 

Was to have gone i^redicates determination in re- 
gard to a past action. 

Was is the copula. 

To liave gone is the perfect infinitive, and is used 
with the copula to form the predicate. 

The ^j/irrtse composed of a preposition and its object 
is often used with the copula to form the predicate. Thus : — 

1. We are in health. 

2. He is ivlthout friends. 

In the first sentence, are in liealtll means the 
same as are loell. In the second sentence, is AvitllOVlt 
friends means the same as is friendless. 



PHRASES IN THE PREDICATE. ^,, 

-^ i 1 



2. Examples. 

1. You are in fault. 

2. The fiftieth anniversary of her birthday is to be cele- 
brated next Tuesday. 

3. I'm to be queen-of-the-May, mother. 

4. You will be in danger of incurring the displeasure of your 
party. 

5. I am in want of efficient help. 

6. A public dinner is to be given in, honor of the president's 
return. 

7. No trace of blood was to be found. 

8. The princess is to be instructed in the art of bread-making. 

9. The general is to be in town to-morrow. 

10. The first great object of education is to discipline the 
mind. 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. You is the subject. 

2. Are in fault is the predicate. 

3. Are is the copula. 

4. In fault is used with the copula to form the 
predicate, and denotes a predicated condition of the one 
spoken to. 

MODELS FOR PARSING. 

Sentence 1. 

Are is a verb, irreg., cop., indie, m., pres. tense, 2d 
per. plu. num., to agree with its subject you. 

In is a preposition, and shows the relation of the 
fault to the person denoted by the subject. 

Fault is a noun, abstract, 3d per., sing, num., neuter 
gender, object of the relation expressed by the preposition 
m, and therefore put in the objective case. 

Sentence 2. 
Is to be celebrated is a verb, reg., tr., pass, 
voice, indie, m., pres. tense, 3d per. sing, num., to agree 
with its subject anniversary. 



^j2 PHRASES I2f THE PREDICATE CONTINUED. 

Reimauks. — In sentence 7, ^t'"* to he found predicates 
possibility; it means the same as could he found. 

In sentence 9, is to he in town is the predicate. In 
town denotes a condition, and is to he predicates that that 
condition is expected or determined upon. Is to he is a 
verb, irregular, copula, indie, mode, pres. tense, 3d per. 
sing, num., to agree with its subject general. 

In sentence 10> to discipline is a verbal noun in the 
nominative case. 

3. Seat Work. 

Write the analysis of sentences 1 and 11 of the next 
lesson, the parsing of the participles in sentences 2 and 10, 
the preposition in sentence 4, and the infinitive and predi- 
cates in sentence 3. 



Subject of the Last Lessou Continued. 

1. Examples. 

1. Certain gentlemen and mariners of Norway, having con- 
sidered all that they had heard of the Earthly Paradise, set sail 
to find it. 

2. Having been arrested and convicted, he was shut up in 
Bedford jail. 

3. To be loitering when so much work is to be done is dis- 
graceful. 

4. They were at variance. 

5. Having collected new force by its temporary suspension, 
the river spread devastation on every side. 

6. Principles and manners are to be discussed, and not the 
motives or characters of those who advocate them. 

7. I am in earnest. 

8. He knew where they were to be had. 

9. He has never been in possession of his father's estate. 



NOUN INDEPENDENT WITH A PARTICIPLE. ^.^ 

10. Having declined the proposal, I determined on a course 
suited to my own taste. 

11. The Intrepid herself was a fire ship, having been supplied 
with combustibles, a mass of which lay in barrels on her quarter 
deck, covered only with tarpaulin, 

2. Seat Work. 
Study the next lesson, and write the parsing of the 
nouns in the absolute phrases. 



Noun Independent with a Participle. 

1. Instruction. 

1. Saving completed our preparations, ive set out on our 
journey. 

2. The morning having dawned, lue resumed our journey. 

3. The morning had dawned, and therefore we resumed 

our journey. 

In the first sentence above, the participle, having 
completed, assumes an action of the persons represented 
by we, and we is the subject of the sentence. 

In the second sentence, liavillg dawned assumes 
an action of the morning, but morning is not the subject 
of the sentence. It is no part of the clause of which tve 
is the subject. It assumes just what the first clause of 
the third sentence predicates, and is just as independent of 
the clause that follows. 

In the third sentence, the first clause predicates an 
action which was the cause of our resuming our journey. 

In the second, the phrase tells the cause of our resum- 
ing the journey. 

Note.— A noun used like 7norning in sentence 2, is sometimes said to be 
in the nominative case absolute, and the phrase consisting of the noun and its 
participle, with their limitations, if they have any, is called an absolute phrase. 



^T 1 NOUIT INDEPENDENT WITH A PARTICIPLE. 

PuxcTUATiox. — The phrase absokite should be set off 
by the comma. 

3. Examples. 

1. Darkness commg upon us, we pitched our tents. 

2. My health failing, the enterprise was abandoned. 

3. The night, her task completed, stole away on lightest 
tiptoe. 

4 Two games had been finished, the j'^oung man losing each 
time. 

5. Topsy came up, her round, hard eyes glittering and blink- 
ing with a^ mixture of apprehensiveness, and their usual odd 
drollery. 

6. Above all, towers Chimborazo, its pure white dome pierc- 
ing the clear azure. 

7. Still above us is a wild chaos of mountains, their sides 
broken into ravines. 

8. Descending from the summit of the pass, we come to 
Ambato, a town beautifully situated in a deep ravine. 

MODEL FOE, ANALYSIS. 

Sentence 1. 

1. We is the subject, and intched is the predicate; our 
tents tells what we pitched. 

2. Darkness coming' upon us tells the cause 
of our pitching tents. 

3. Darkness names a state, and coming assimies 
an action of it ; upon us tells where it came. 

MODELS FOR PARSING. 

Darkness is a noun, com., abstract; 3d, s., neu. ; 
independent Avitli a participle, and therefore put in the 
nominative case. 

Coming* is a participle, present active, intr. ; added 
to the noun darkness. It describes the darkness by assum- 
ing an action of it. 

Remarks. — In sentence 3, her task completed tells in- 
cidentally wliat the night had finished before she stole 



CONTINUATION OF THE LAST LESSON. ,j5 

away, and seems to intimate that she stole away because that- 
work was accomplished, and she had nothing more to do. 

In sentence 4, the young 'man losing^ etc., calls atten- 
tion to an action that is associated with that of finishing 
the games. The act of losing is assumed of the young 
man, while the act of finishing the game is predicated. 

In sentence 5, her round, hard eyes glittering., etc., de- 
scribes Topsy's appearance at the time of coming up. 

In sentence 6, its pure white dor)ie jnercing, etc., calls 
attention to an action that is intimately associated with 
the one denoted by the predicate. 

In sentence 7, their sides broken, etc., gives an ad- 
ditional thought concerning the mountains. 

In sentence 8, a toivn beautifully situated, etc., is appo- 
sitional, not independent. 

3. Seat Work. 
Study next lesson, and write the analysis of the sixth- 
example. 

to — « — « ■ — 

Subject of the Last Lesson Continued. 

1 . Instruction. 

Sometimes the action or condition denoted by the par- 
ticiple or infinitive of an absolute phrase is not to be at- 
tributed to any particular person or thing, and in such 
cases there is, of course, no h.oun given on which the j)ar- 
ticiple or infinitive depends. The first examples of the 
exercise following afford illustrations of the participle and 
the infinitive absolute, that is, absolved from all dependence 
upon any particular word. 

For emphasis, we sometimes call attention to an ob- 
ject by naming it and afterward using a pronoun to rep- 
resent it in the clause that follows ; as, — 

1. Gad, a troop shall overtake Mm. 

2. His teeth, they chatter, chatter still. 

r 



3i6 



CONTINUATIOX OF THE LAST LESSON. 



A noun so used is said to be independent "by 

pleonasm. The figure of pleonasm should never be 
used except when emphasis is required, otherwise, it be- 
comes a blemish instead of an ornament in language. The 
fourth example below gives another illustration of its use. 

2. • Examples. 

1. His conduct, generally speaking, is highly honorable. 

2. To be plain with you, I think you are much in fault. 

3. This gentleman, taking him for all in all, possessed a 
wonderful variety of knowledge. 

4. God, from the mount of Sinai, whose gray top 
Shall tremble, he, descending, will himself 

Ordain their laws. 

5. I never sought an opportunity of meeting him, to tell 
the truth. 

6. The maples bending o'er the gate, 

Their arch of leaves just tinted 

With yellow warmth, the golden glow 

Of coming autumn hinted. 

— Whittier, 2^. 328. 

V. The sun being risen, we departed on owv journey. 

8. Shame being lost, all virtue is lost. 

9. The danger being x^ast, we entered the forest. 

10. His father being dead, the prince succeeded to the throne. 

11. Paul being a Roman, they feared to kill him. 

Remaj^ks. — In sentences 7 to 11, being ^ the participle 
of the copula, denotes the present existence of the action 
or condition assumed by the word that follows. 

In sentence 11, heing a Roman assumes that Paul be- 
longed to a class, lioman names one of that class, and 
being^ the participle of the copula, denotes the existence of 
Paul's relation to that class, at the time referred to. 

When being precedes the passive participle, the two 
words should be parsed together as a passive participle, 
just as the cojjula itself and the passive participle are parsed 
tooether as a verb in the passive voice. 



PA R Tl 01 PL ES. N UNS IND EPEND EN T, ETC. ^ . '7 

When being precedes an adjective or a noun, it must 
be parsed alone. It belongs to the same noun as does the 
adjective or noun that follows it, and is used as described 
above. 

3. Seat Work. 

Write the analysis of sentence 4 of the next lesson. 

Note.— Do not forget that the next lesson is always to be studied through- 
out, whether mention is made of it or not. 



Participles, Nouns Independent, Etc. 

1. Examples. 

1. The timber is scattered in groves and strips, the whole 
country being one vast, illimitable prairie, ornamented by small 
collections of trees. 

2. And the young city round whose virgin zone 

The rivers like two mighty arms were thrown, 

Marked by the smoke of evening fires alone, 

Lay in the distance. 

— Whittier, p. 360. . 

3. This tree grows to the height of a hundred feet, its slen- 
der trunk surmounted by a magnificent tuft of great fan-shaped 
fronds, under which grow, in large clusters, scaly fruit, resem- 
bling pine cones. 

4. Why weep ye then for him, who, having won 

The bound of man's appointed years, at last, 
Life's blessings all enjoyed, life's labors done. 
Serenely to his final rest has passed? 

2. Seat Work. 

Write all the tense-forms of the verb to teach in the 
four modes already given. 



318 



-i UB J U NCTIVE MODE. 



lAm^^ 2:49. 
Subjuuctiye Mode. 



1. Instruction. 

1. Wli'iilier thou goest, I will go. 

2. If iho'ib go, see thou offend not. 

3. Though he ivas modest in appearance, he v:as brave in action, 

4. Though he ivere a slave to-day, he would he free to-morrow. 

5. He icas ivrong in action, hut right in motive. 

6. If thou canst govern thyself, thou mayest govern others. 

7. Were I not your friend, I ifOiUd not reprove you. 

The first clause in the second sentence above is made 
conditional by the conjunction if. Xow this conditional 
clause and the first clause in sentence 1 have the same 
subject and the same verb, but the verb in the conditional 
clause does not change its form for the person and num- 
ber of its subject. 

By comparing sentences 4 and 7 with sentence 5, it 
will be seen that, in tlie conditional clauses of those sen- 
tences, the past tense of the verb to he differs from its 
ordinary form in the same person and number. 

The peculiar forms which the verb often takes in con- 
ditional clauses, constitute what is called the subjviiictive 
mode. This mode has only two tenses ; the present and 
the past. 

The present tense consists of the name-form 
(2)resent infinitive) without to. 

The ijast tense is, in most cases, the same as the 
ordinary past tense of the indicative mode ; and in the 
verb to be the plural form is used with all subjects. 

The peculiarities of this mode are shown in the follow- 
ino- tables : — 



SUBJUNCTIVE MODE. ^rn 



TENSE-FORMS OF THE SUBJUNCTIVE MODE. 

Present Tense. Past Tense. 

1. If I love, If we love, 1. If I loved, If we loved, 

2. If thou love, If you love, 2. If thou loved, If you loved, 

3. If he love; If they love. 3. If he loved; If they loved. 

Present Tense. Past Tense. 

1. If I be, If we he, 1. If I ivere. If Ave ivere, 

2. If thou &e, If you be, 2. If thou ivert. If you luere, 

3. If he be; If they he. 3. If he ivere; If they i/yere. 

By the above it will be seen that the subjunctive 
mode has no change of form except for thou, and none for 
that except in the past tense of the verb to be. 

By comparing sentences 3 and 5, at the beginning of 
this lesson, and by noticing sentence 6, it will be seen that 
the verb in a conditional clause is not always put in the 
subjunctive mode. We may, indeed, have conditional 
clauses with a verb in any tense of the indicative or of 
the potential mode ; but the true subjunctive mode is 
found only in the two tenses represented in the tables above. 

The verbs in such conditional clauses as are found in 
sentences 3 and 6 are sometimes said to be in the sub- 
junctive mode, common form; but it is probably better to 
say that they are in the indicative or in the potential 
mode, and that the clause is made conditional by the con- 
junction that introduces it. 

Sometimes, however, the clause is made conditional by 
placing the verb, or the first word of it, before the subject, 
as seen in sentence V above. 

The present subjunctive usually denotes future time; 
and the past, present or indefinite time. 

2. Examples. 

1. Had I known it, I should not have gone. 

2. Were death denied, all men would wish to die. 

3. Though thou wert huge as Atlas, thy eflforts would be vain. 

4. If he be but discreet, he will succeed. 



^20 SUBJUNCTIVE MODE. 

5. If I were to write, he would not regard it. 

6. If thou cast me off, I shall be miserable. 

7. If thy enemy be hungry, give him bread to eat. 

8. If this be enthusiasm, would that all were enthusiasts. 

9. Thy brow. 

Glorious in beauty though it be, is scarred 

With tokens of old wars. 

—Bryant, p. 199. 

MODEL FOE, ANALYSIS. 

Sentence J}. 

1. He is the subject. 

2. Will succeed is the predicate. 

3. If lie be but discreet tells the condition un- 
der which he will succeed. 

4. If introduces the clause and shows it to be sub- 
ordinate. 

5. He is the subject of the clause, and he discreet is 
the predicate. 

6. But makes the predicate emphatic ; the condition 
affirmed by the predicate is the only one we care to make. 
The other conditions of success are already certain. 

MODEL FOR PARSING. 

Be is a verb, irreg., copula, subjunctive mode, present 
tense ; verbs in this mode do not change their form for 
the person and number of the subject. 

IIe]!haeks. — In sentence 3, the subordinate clause 
states a condition notioitJistandlng wldch the efforts " would 
be vain." The subordinate clause in sentence 9 is used 
in a similar way. 

3. Seat Work. 

Write properly the examples given for correction in 
the next lesson, and also write the reason for putting the 
verb in the form which you have chosen. 



CONDITIONAL CLAUSES. 



Conditional Clauses. 

1. Examples. 

1. If your sweet flowers remain with you, 
Fruitless your boughs must be. 

2. I will await his coming, though it be a year. 

3. If God required from thee an angel's deeds, 
He would have given thee an angel's powers. 

4. I watched the proceedings with considerable interest, 
though I took no active part in them. 

5. Had I the wings of a fairy. 

Up to thee would I fly. 

— Wordsworth., p. 139. 

6. He will not be pardoned, unless he repent. 

Remarks. — When to use the subjunctive mode in con- 
ditional clauses is a perplexing question. Authors do not 
agree very well on this point. Perhaps Mr. Brown's rule 
is as safe as any. It is in substance as follows : — 

1. A future contingency is best expressed by a verb 
in the subjunctive present. 

2. A mere supposition with indefinite time is best ex- 
pressed by a verb in the subjunctive past. 

3. A conditional circumstance assumed as a fact, re- 
quires the indicative mode. 

The following sentences illustrate the rules just given: — 

1. If thou forsake him, he will cast thee ofi" forever. 

2. If it were not so, I would have told you. 

3. Though he is poor, he is contented. 

Correct the following examples according to the rules 
given above : — 

1. He' will not be pardoned, unless he repents. 

2. They will fine thee, unless thou oflerest an excuse. 

3. I wish that I was at home. 

21 



322 



CONDITIONAL CLAUSES CONTINUED. 



4. He will maintain his cause, though he lose his estate. 

5. I shall walk out in the afternoon, unless it is rainy. 

6. Take heed lest your reputation suffers. 

7. On condition that he comes, I consent to stay. 

8. If he is but discreet, he will succeed. 

9. If thou castest me off, I shall be miserable. 

10. Watch the door of thy lips, lest thou utterest folly. 

11. If thou feltest as I do, we should decide. 

12. Though thou sheddest thy blood in the cause, it would 
but prove thee sincerely a fool. 

2. Seat Work. 

Write the parsing of the verbs in the next lesson. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. If this be peace, pray what is war? 

2. Magellan declared that should they even be reduced to 
eat the leather of their shoes, he would persevere to the end. 

3. She said, ''ISfot so : but I will know 

If there be any faith in man." 

— Tennyson. 

4. Never in the coming years, 
Though he seek for it with tears. 
Will he find so sweet a rest. 

5- But should Providence determine otherwise, should you 
fall in this struggle, should the nation fall, you will have the 
satisfaction of ha\dng performed your part. 

6. Though TN-inter storms be nigh, 

Unchecked is that harmony. 

— Wordsworth. 

7. Pack your thoughts close together, and though your ar- 
ticle may be brief, it will have weight, and be more likely to 
make an impression. — How to Write, p. 149. 



J 



DESCRIPTION OF THE TENSE-FOEMS. ^ ^ -, 

8. And did not pity touch my heart, 

To see how ye are all distrest, 

Till my ribs ached, I'd laugh at you. 

— Wordsworth. 

2. Seat Work. 

Study the next lesson, and illustrate it by examples. 



Description of the Tense-Forms. 

1. Common Form. 

PRESENT TENSE. 

Indicative. — The simplest form of the verb. 
Potential. — The name-form without to, with 7nay, can, 
■or must as auxiliary. 

Imperative.— The name-form without to. 
Infinitive. — The name-form. 
Subjunctive. — The name-form without to. 

PAST TENSE. 

Indicative. — In all regular verbs, the present tense 
with ed added. 

Potential. — The name-form without to, with might, 
■could, would, or should, as auxiliary. 

Subjunctive. — Has the same form as the past plural 
indicative. 

FUTURE TENSE. 

Indicative. — The name-form without to, with shall or 
will as auxiliary. 

PRESENT PERFECT TENSE. 

Indicative. — Has the past active participle for basis, 
and the present indicative of " to have " as auxiliary. 

Potential. — The past active participle as basis, and 
the present j^otential of " to have " as auxiliary. 

Infinitive. — The past active participle as basis, and 
the present infinitive of " to have " as auxiliary. 



^^, DESCRIPTION OF THE TENSE-FORMS. 



PAST PERFECT TENSE. 

Indicative. — The past active participle as basis, and 
the past indicative of " to have " as auxiliary. 

Potential. — The past active participle as basis, and 
the past potential of " to have " as auxiliary. 

FUTURE PERFECT TENSE. 

Indicative. — The past active participle as basis, and 
the future indicative of "to have" as auxiliary. 

2. Progressive Form. 

Indicative. — Has the present active participle for 
basis, and the indicative tenses of "to be" as auxiliary. 

Potential. — The present active participle as basis and 
the potential tenses of "to be" as auxiliary. 

Imperative. — The present active participle as basis, 
and the imperative of "to be" as auxiliary. 

Infinitive. — The present active participle as basis, and 
the infinitive tenses of "to be" as auxiliary. 

Subjunctive. — The present active participle as basis^ 
and the subjunctive tenses of "to be" as auxiliary. 

3. Passive Form. 

The passive form is made in the same way as the 
progressive form, only we use the jxisaiue participle as 
basis instead of the present active. 

4. Emphatic Form. 

PRESENT TENSE. 

Indicative. — The name-form without to, for basis, and 
the present indicative of "to do" as auxiliary. 

Imperative. — The name-form without to^ for basis, and 
the miperative of "to do" as auxiliary. 

PAST TENSE. 

Indicative. — The name-form witliout ^o, and the past 
indicative of " to do " as auxiliary. 



CONDENSED CONJUGATION OF THE VERB. 



325 



6. Seat Work. 
Study the diagram given in the next lesson, and con- 
jugate the verbs cJioose and leave, throughout the various 
forms of all the modes and tenses. 



Condensed Conjugation of the Terb. 

1. Instruction. 

A systematic arrangement of all the forms of the 
verb in its various modes and tenses is called the COII- 
Jug'atioil of the verb. The diagram on page 327 is 
meant to show at a glance all the forms of the verb and 
its participles. 

In each tense we give, first, the common form, and 
immediately below it, the progressive and the passive ; also 
the emphatic wherever it occurs. 

There are four ways of reciting from this diagram : — 

1. Following the top line through from left to right, 
we find all the tenses of the indicative mode, common 
form; and the second, third, and fourth lines followed 
through in the same way give in succession the progress- 
ive, passive, and emphatic forms of the same mode. Pro- 
ceed in like manner with each mode, first giving all the 
tenses in the common form, then in the progressive, etc. 

2. First give all the forms of the present tense, indi- 
cative mode ; then all the forms of the past tense, same 
mode ; thus passing on to the right until the conjugation 
of ttlie verb in the indicative mode is made complete. 
Proceed in the same way with each successive mode until 
the entire conjugation has been given. 

3. Give the common form of the present indicative ; 
then the common form of the potential present, and so 
down the left hand column until the common form in the 



^^^ COXDEXSED CONJUGATION OF THE VERB. 

present tense of all the modes has been given. Then 
following down the second column, give the common form 
in the past tense of all the modes, and proceed in the 
same way with column after column throughout all the 
tenses. Then go back and go through the progressive 
form in the same way, and so on until all the forms have 
been given. 

4. Give all the forms in the present indicative, and 
then all the forms in the present potential, and so on 
down the left hand column throughout all the modes. 
Proceed in the same way with each of the other tenses 
until the conjugation is complete. 

All the tense foims of the verb to he may be seen in 
the auxiliaries of the progressive and passive forms. 

Suggestion.— Every good teacher realizes the necessity of making his 
pupils entirely familiar with all the forms of the verb, their proper use, and 
the laws of their formation. But the common form of conjugation takes up so 
much time in the recitation, that many teachers feel compelled wholly or par- 
tially to neglect it. 

It is hoped that the method here recommended will be entirely practicable ; 
for the complete conjugation of the verb can be deliberately given by it in three 
minutes. A class that has become entirely familiar with the conjugation of the 
verb should be frequently reviewed until the entire subject has been so fastened 
in the mind that it can never be removed. The recitation according to the fourth 
method given above may be carried on as follows:— 

Present tense, indicative mode, see or sees; am seeing^ is seeing., or are see- 
ing ; am seen., is seen., or are seen; do see or does see. 

Potential mode, may see, can see, or must see; may be seeing, etc. 

If the recitation is deliberately made, with proper pauses, the different forms 
will be readily distinguished. The best way to save time is not by speaking 
rapidly, but by omitting unnscessary words. 

By examining the diagram on the opposite page, it will 
also be seen that: — 

1. The past participle is used as basis in the 
common form of the perfect tenses and the perfect par- 
ticiple. 

2. The present active participle is used as 
basis in all the tenses of the progressive form, and m the 
perfect progressive participle. 

3. The j)assive particii>le is used as basis in all 





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Having bee 




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28 



LIST OF IRREGULAR VERBS. 



the tenses of the passive form, and in the perfect passive 
participle. 

4. The name-form without to is used as basis in 
the future indicative and in the present and past potentiah 
It constitutes the only tense of the imperative, and the 
present tense of the subjunctive. 

The name-form comjylete constitutes the present 
tense of the infinitive mode. 

5. The verb to have is used as auxiliary in the per- 
fect tenses and the perfect participle, common form. 

6. The verb to be is used as auxiliary in the pro- 
gressive and passive forms. 



LIST OF IRREGULAR VERBS. 



When 


more forms 


than one are given 


L for the past tense 


or past participle, that 


which stands first 


is to be preferred. 


Present Tense. 


Past Tense. 


Past Participle. 


Abide 




abode 


abode 


Am or be 




was 


been 


Awake 




awoke, awaked 


awaked 


Bear (to I 
Bear (to s 


)ring forth) 


bore 


born 


ustain) 


bore 


borne 


Beat 




beat 


beaten, beat 


Begin 




began 


begun 


Bend, mi- 




bent, bended 


bent 


Bereave 




bereft, bereaved 


bereft, bereaved 


Beseech 




besought 


besought 


Bet 




bet, betted 


bet, betted 


Bid 




bid, bade 


bidden, bid 


Bind, un-, 


re- 


bound 


bound 


Bite 




bit 


bitten, bit 


Bleed 




bled 


bled 


Blow 




blew 


blown 


Break 




broke 


broken 


Breed 




bred 


bred 


Bring 




brought 


brought 


Build, re-, 


np- 


built, builded 


built, builded 


Burn 




burned, burnt 


burned, burnt 


Burst 




burst 


burst 


Buy 




bought 


bought 



LIST OF IRREGULAR VERBS CONTINUED. 



329 



Present Tense. 


Fast Tense. 


Fast Fartidple. 


Can 


could 




Cast 


cast 


cast 


Catch 


caught 


caught 


Chide 


chid 


chidden, •chid 


Choose 


chose 


chosen 


( Cleave (to adhere) 


cleaved 


cleaved 


I Cleave (to split) 


cleft 


cleft, cleaved 


Cling 


clung 


clung 


Clothe 


clothed, clad 


clothed, clad 


Come, be-, over- 


came 


come 


Cost 


cost 


cost 


Creep 


crept 


crept 


Crow 


crew, crowed 


crowed 


Cut 


cut 


cut 


Dare (to venture) 


durst, dared 


dared 


Deal 


dealt, dealed 


dealt, dealed 


Dig 


dug, digged 


dug, digged 


Do, v.n-, mis-, over- 


did 


, done 


Draw, ivitli- 


drew 


drawn 


Dream 


dreamed, dreamt 


dreamed, dreamt 


Drink 


drank 


drunk, drank 


Drive 


drove 


driven 


Dwell 


dAvelt, dwelled 


dwelt, dwelled 


Eat 


ate 


eaten 


Fall, 6c- 


fell 


fallen 


Feed 


fed 


fed 


Feel 


felt 


felt 


Fight 


fought 


fought 


Find 


found 


found 


Flee 


fled 


fled 


Fling 


flung 


flung 


Fly 


flew 


flown 


Forbear 


forbore 


forborne 


Forbid 


forbade 


forbidden 


Forsake 


forsook 


forsaken 


Freeze 


froze 


frozen 


Freight 


freighted 


fraught, freighted 


Get, he-, for- 


got 


got, gotten 


Gild 


gilded, gilt 


gilded, gilt 


Gird, he-, un- eri- 


girded, girt 


girded, girt 



330 



LIST OF IRREGULAR VERBS CONTINUED. 



Present Tense. 


Fast Te 


nse. 


Past Participle. 


Give, for-, 


mis- 


gave 




given 


Go, fore-, 1 


iinder- 


went 




gone 


Grave, eii- 




graved 




graven, graved 


Grind - 




ground 




ground 


Grow 




grew 




grown 


Hang* 




hung 




hung 


Have 




had 




had 


Hear, over- 




heard 




heard 


Heave 




heaved. 


hove 


heaved, hoven 


Hew 




hewed 




hewn, hewed 


Hide 




hid 




hidden, hid 


Hit 




hit 




hit 


Hold, he-, 


with-, up- 


held 




held, holden 


Hurt 




hurt 




hurt 


Keep 




kept 




kept 


Kneel 




knelt, kneeled 


knelt, kneeled 


Knit 




knit, knitted 


knit, knitted 


Know /ore- 




knew 




known 


Lade (to load) 


laded 




laden 


Lay (to plj 


ice), in- 


laid 




laid 


Lead, mis- 




led 




led 


Leave 




left 




left 


Lend 




lent 




lent 


Let 




let 




let 


Lie (to recline) 


lay 




lain 


Light 




lighted. 


lit 


lighted, lit 


Load, un-, 


over- 


loaded 




loaded, laden 


Lose 




lost 




lost 


Make 




made 




made 


May 




might 






Mean 




meant 




meant 


Meet 




met 




met 


Mow 




mowed 




mown, mowed 


Must 










Ought 










Pay, re- 




paid 




paid 


Pen (to inclose) 


penned. 


pent 


penned, pent 


Put 




put 




put 



Liang, to take away life by hanging, is regular. 



LIST OF IRREGULAR VERBS CONTINUED. 



331 



Present Tense. 


Past Tense. 


Past Participle. 


Quit 


quit, quitted 


quit, quitted 




quoth 




Read 


read 


read 


Rend 


rent 


rent 


Rid 


rid 


rid 


Ride 


rode 


rode, ridden 


Ring 


rang, rung 


rung 


Rise, a- 


rose 


risen 


Rive 


rived 


■ riven, rived 


Run, out- 


ran 


run 


Saw 


sawed 


sawn, sawed 


Say, un-, gain- 


said 


said 


See, fore- 


saw 


seen 


Seek 


sought 


sought 


Seethe 


seethed 


seethed, sodden 


Sell 


sold 


sold 


Send 


sent 


sent 


Set, be- 


set 


set 


Sit (to rest) 


sat 


sat 


Shake 


shook 


shaken 


Shall 


should 




Shape, mis- 


shaped 


shaped, shapen 


Shave 


shaved 


shaved, shaven 


Shear 


sheared 


shorn, sheared 


Shed 


shed 


shed 


Shine 


shone, shined 


shone, shined 


Shoe 


shod 


shod 


Shoot, ovei"- 


shot 


shot 


Show 


showed 


shown, showed 


Shred 


shred 


shred 


Shrink 


shrunk, shrank 


shrunk, shrunken 


Shut 


shut 


shut 


Sing 


sang, sung 


sung 


Sink 


sunk, sank 


sunk 


Slay 


slew 


slain 


Sleep 


slept 


slept 


Slide 


slid 


slidden, slid 


SHng 


slung 


slung 


Slink 


slunk 


slunk 


Slit 


slit 


slit, slitted 



LIST OF lEREGULAR VERBS CONTIXUED. 



Fresent Tense. 


Past Tense. 


Past Participle. 


Smite 


smote 


smitten 


Sow (to scatter) 


sowed 


sown, sowed 


Speak, fee- 


spoke 


spoken 


Speed 


sped 


sped 


Spell, mis- 


spelled, spelt 


spelled, spelt 


Spend, mis- 


spent 


spent 


Spill 


spilt, spilled 


spilt, spilled 


Spin . 


spun 


spun 


Spit* 


spit 


spit 


Split 


split 


split 


Spread, over-, fee- 


spread 


spread 


Spring 


sprang, sprung 


sprung 


Stand, with-, under - 


stood 


stood 


Stave, 


staved, stove 


staved, stove 


Stay, 


staid, stayed 


staid, stayed 


Steal 


stole 


stolen 


Stick 


stuck 


stuck 


Sting 


stung 


stung 


Stride, fee- 


strode, strid 


stridden, strid 


Strike 


struck 


struck, stricken 


String 


strung 


strung 


Strive 


strove 


striven 


Strow or strew, fee- 


strowed or strewed 


j strown, strowed 
( strewn, strewed 


Swear, for- 


swore 


sworn 


Sweat 


sweat, sweated 


sweat, sweated 


Sweep • 


swept 


swept 


Swell 


swelled 


swollen, swelled 


Swim 


swam 


swum 


Swing [re-, over- 


swung 


swung 


Take, mis-, under-, fee- 


took 


taken 


Teach, un-, mis- 


taught 


taught 


Tear 


tore 


torn 


Tell, /ore- 


told 


told 


Think, fee- 


thought 


thought 


Thrive 


throve, thrived 


thriven, thrived 


Tlu'ow, over- 


threw 


thrown 


Thrust 


thrust 


thrust 


Tread, re- 


trod 


trodden, trod 



Spif. to put on a ppit. is regular. 





MISC 


'BLLAXEOUS EXERCISE, ^^^ 

Jv3v3 


Present 


Tense, 


Fast Tense. 


Fast Farticiple. 


Wax 




waxed 


waxed, waxen 


Wear 




wore 


worn 


Weave, 


un- 


wove 


woven 


Weep 




wept 


wept 


Wet 




wet, wetted 


wet, wetted 


Whet 




whetted, whet 


whetted, whet 


Will 




would 




Win 




won 


won 


Wind, ' 


un- 


wound 


wound 


Work 




worked, wrought 


worked, wrought 


Wot 




wist 




Wring 




wrung 


wrung 


Write 




wrote 


written 



Remarks. — Verbs that have both a regular and an ir- 
regular form are said to be redundant. 

Verbs that do not have all the principal parts, — p^^esent 
tense, past tense, past participle, — are said to be defective* 



Miscellaneous Exercise. 

1. Examples. 

1. Although one were watching him closely, it would be im- 
possible to detect the fraud. 

2. If thou do these things, show thyself to the world. 

3. Though he were encased in triple armor, he could not 
resist the stroke. 

4. Though these three men, Noah, Daniel, and Job were in 
it, they could deliver but their own souls by their righteousness,, 
saith the Lord God. — Ezekiel 14:14. 

5. Had I the pinions of a dove, 

I'd fly away, and be at rest. 

6. And thither the miser crept by stealth 
To feel of the gold that gave him health, 
And to gaze and gloat with his hungry eye 

On jewels that gleamed like a glow-worm's spark 
Or the eyes of a panther in the dark. 



^^, mi:scellaxeous exercise continued. 
oj4 



2. Seat Work. 
Study the next lesson, and write the analysis of the 
first sentence. 



Miscellaneous Exercise.— Continued. 

1. Examples. 

1, If thou art worn and hard beset 
With sorrows that thou wouldst forget, 

If thou wouldst read a lesson that will keep 

Thy heart from fainting and thy soul from sleep, 

Go to the woods and hills I No tears 

Dim the sweet look that Nature wears. 

—Longfellow, p. 9. 

2. Our mother, while she turned her wheel 
Or run the new-knit stocking heel, 
Told how the Indian hordes came down 
At midnight on Cochecho town, 

And how her own great-uncle bore 

His cruel scalp-mark to fourscore. 

— Whittier. p. 289. 

2. Seat Work. 

Study the next lesson, and write the parsing of all 
the words in the second example. 



Miscellaneous Exercise.— Continued. 

1. Examples. 

With beating heart to the task he went; 

His sinewy frame o'er the grave-stone bent; 

With bar of iron heaved amain, 

Till the toil-drops fell from his brows, like rain. 

It was by dint of passing strength, 

Tliat he moved the massy stone at length. 



COMPARISON INTRODUCED BY AN ADJECTIVE. 



.35 



I would you had been there, to see 

How the light broke forth so gloriously, 

Streamed upward to the chancel roof, 

And through the galleries far aloof ! 

No earthly flame blazed ere so bright : 

It shone like heaven's own blessed light, 

And, issuing from the tomb, 

Showed the monk's cowl, and visage pale, 

Danced on the dark-browed warrior's mail, 

And kissed his waving plume. 

—Lay of the Last Minstrel. 

2. Few leaves of Fancy's spring remain; 

But what I have I give to thee. 

—Bryant, p. 112. 

2. Seat Work. 

Write the analysis of the first two examples of the 
next lesson, and parse the correlatives in the remaining 
examples. 



Comparison Introduced by an Adjective. 

1. Instruction. 

1. T/ie ^en is, mightier than the sword. 

2. They were more beautiful than other women. 

3. He is worse than a thief. 

In the first sentence, the 27671 and the sword are com- 
pared in regard to the quality of might. Mightier de- 
notes the quality, and by its form suggests a comparison 
of two objects in regard to that quality. It may be said 
to introduce the comparison, and the clause ^Hhan the sivord'' 
to complete it. That form which the adjective takes for 
the purpose of denoting comparison is called its COITI- 
l^arative form or comparative degree. The comparative 
form of short words is usually made by the addition of 
er, while long words employ one of the adverbs more or 
hss for the same purpose. Thus : — 

Wonderful, more wonderful, less wonderful. 



33^ 



COMPARISON INTRODUCED BY AN ADJECTIVE. 



Some adjectives have very irregular ways of making 
their comparative form. For example : — 
Good, better. Bad, icorse. 

Adverbs sometimes take the comparative form; as, — 

1. He can write faster than I. 

2. The Jordan flows more rapidly than the Hudson. 

In the second sentence at the head of this lesson, 7?io?'e 
beautiful means the same as beaut if uler; so more is almost 
as much a part of the adjective as the termmation er. The 
women represented by the pronoun tJiey are compared with 
other women in regard to the quality of beauty. Beautiful 
denotes the quality, and m,ore, like the termination er, sug- 
gests the comparison; the clause ''tha/i other ivomen" com- 
pletes it. 

In the third sentence, the person denoted by he is 
compared with a thief in regard to the quality of badness. 
Worse denotes the quality, and by its form introduces the 
comparison which is completed by the clause ^Hhan the thief ^ 

In the sentence, The Jordan flows more rapidly than the 
Hudson, the two streams are compared in regard to their 
manner of flowing. Rapidly denotes the manner, and more 
suggests that the flowing of the Jordan is to be compared 
with the flowing of some other stream. 

2. Examples. 

1. They were more frightened than we. 

2. She can read better than I. 

3. My health is better than it was when you were here. 
4 It is better to be alone than in bad company. 

5. You must bear greater troubles than these. 

6. Beneath the shadow of their boughs the ground is not 
more still than they. — Bryant, p. 252. 

7. Why should an American sailor be treated worse than a 
dog? 

8. What is stronger than a lion? and what is sweeter than 
honey I 



COMPARISON INTRODUCED BY AN ADJECTIVE. ^^j 



MODELS FOE, ANALYSIS. 

Ex. — Edwin is taller than George. 

1. Edivin is the subject; is taller is the predicate; it 
predicates a quality. 

2. Taller denotes the predicated quality, and by its 
termination shows that two* things are to be compared with 
reference to this quality. 

3. Than George is an elliptical clause, and com- 
pletes the comparison introduced by taller, 

4. Than introduces the clause, and indicates its use. 
George is the subject ; is tall, understood, is the predicate. 

Ex. — The gambler drives a more heatdi/ul horse than 
his honest neighbor. 

1. Gambler is the subject, drives is the predicate, and 
horse is the object. 

2. Beautiful denotes a quality of the horse, and 
more, like the termination er, shows that two things are 
to be compared with respect to this quality. 

3. Than his honest neighbor completes the comparison 
introduced by more. 

4. Than introduces the clause and indicates its use. 
Neighbor is the subject, and derives, understood, is the pred- 
icate. 

Ex. — She dresses more expensively than she can afford. 

1. She is the subject, dresses is the predicate, expen- 
sively tells how she dresses, and more, like the termination 
er, shows that two things are to be compared with respect 
to their expensiveness. Her actual modp of dressing is 
compared with the mode of dressing which she can afford. 

* Note. —When more than two things are compared, the adjective or adverb 
takes what is called the Superlative Form. In short words, this form is usually 
made by add.ng est to the common form; but In long words, it is made by 
using most or least instead of the termination est. 

22 



338 



COMPARISON INTRODUCED BY AN ADJECTIVE. 



MODELS FOE, PARSING. 

Ex. — Edwin is taller than George. 

Taller is an adjective, qualifying, used with the cop- 
ula to form the predicate. It is in the comparative form, 
and may be said to be correlative to than, for it awakens 
an expectation of a clause that will be introduced by than. 

Than is a conjunction, subordinate ; it is correlative 
to taller, and shows the relation of its clause to that word. 

Ex. — The gambler drives a more beautiful horse., etc. 

More beautiful is an adjective, qual., comparative 
form ; added to the noun horse. 

More is an adverb, added to beautiful to give it the 
comparative form. It is correlative to than ; for it awakens 
an expectation of a clause introduced by that word. 

Tlian is a conjunction, subordinate ; it is correlative 
to more, and shows the relation of its clause to more 
beautiful. 

Ex. — She dresses more expensively than she can afford. 

More expensively is an adverb in the compara- 
tive form ; added to the verb dresses. 

More is an adverb, added to exyensively to give it 
the comparative fonn. It is correlative to than; for it 
awakens an expectation of a clause introduced by that 
word. 

Tlian is a conjunction, subordinate ; it is correlative 
to more, and shows the relation of its clause to more expen- 
sively. 

Remarks. — If the ellipsis were supplied in the fourth 
sentence, it would read, " It is better to be alone than it 
is S^good^ to be in bad company." In this sentence, two 
conditions are compared, — that of being alone, and that 
of being in bad company. To be alone names one condi- 
tion, and to be in bad compuny names the other ; so each 
of these groups should be parsed as a verbal noun, the first 



CLAUSES INTRODUCED BY AS. ^^^ 

in apposition with it expressed, and the second in apposi- 
tion with it understood. 

Note.— If after parsing these groups as a whole, it he thought worth while 
to take up the separate words, to he should be parsed as the infinitive of the 
copula, (a copula that still denotes the existence of the condition expressed by 
the words following it, but has lost its power to predicate that condition), and 
alone as an adjective, independent, or absolute. In had company is a phrase 
in the same relation as alone, so the preposition in has no antecedent term of 
relation. The meaning is not for any particular one to be alone or in bad 
company, but for any one, and therefore forbids the application of these con- 
ditions to any particular person. It may be interesting to notice how these 
groups become verbal nouns. The thought brought out in sentence 4 might be 
expressed thus: — 

When any one is alone, he is in a more favorable condition than when he 
is in bad company. 

Now if we wish to name the thought predicated in each subordinate clause, 
we must convert each predicate into a noun, but in order to do this we must 
destroy its power of predication. This is done by changing the copula to the 
participial or the infinitive form. This gives us he'ing alone or to he alone as a 
name for the thought expressed by the first predicate, and being in had com- 
jpany or to be in bad cotnpany, for the second. 

3. Seat Work. 
Study the next lesson; write the analysis of sentences 
9 and 10, and the parsing of the correlative words. 



Clauses Introduced by As. 

1. Instruction. 

By studying the examples of the last lesson we see 
that subordinate conjunctions, as well as coordinate conjunc- 
tions, may have correlatives. 

Clauses joined by subordinate correlatives are some- 
times called correlative clauses. The subordinate 
correlative clause is an adverbial clause whose relation to 
some adjective or adverb is shown by correlative words. 

The examples in the last lesson contain comparisons 
of inequality. In such comparisons the subordinate clause 
is always introduced by than, j^receded by some correlative 
adjective or adverb in the comparative form. But we often 



•^AO CLAUSES INTRODUCED BY AS. 

wish to describe a thing by com23aring it with something 
that has an equal amount of some quality. This is called 
a comparison of equality, and is illustrated by the examples 
of this lesson. It will be noticed that comparisons of 
equality employ the correlatives as — as or so — as. 

2. Examples* 

1. The peasant is as gay as he. 

2. Man is not as wise as his Maker. 

3. Fair is that land as evening skies. 

4. Work as long as you can. 

5. As far as the eye could reach, all was ruin and desolation. 

6. Some think that she can sing as well as Jenny Lind. 

7. Other men, as well as poets, may be lovers of the beau- 
tiful 

8. Our conquest there, after twenty years, is as crude as it 
was the first day. 

9. Into Hiawatha's wigwam 

Came two other guests, as silent 
As the ghosts were, and as gloomy. 
10. In many parts, the thirsty traveler discovers springs as 
bright and limpid as -those of our New England hills. 

MODEL FOR ANALYSIS. 

Sentence 1. 

1. Feasant is the subject; is gay is the predicate; it 
predicates quality. 

2. Gay denotes the predicated quality, and as shows 
that two things are to be compared with respect to that 
quality. 

3. As lie completes the comparison introduced by the 
first as. 

4. As introduces the clause, and indicates its use. 

5. He is the subject, and is gay, understood, is the 
predicate. 



CORRELATIVE CLAUSES WITH AS AND THAN. ^ . j 



MODELS FOE, PARSING. 

As (the first one) is a conjunctive adverb. As a con- 
junction, it is correlative to the second as, and as an ad- 
verb, it slightly modifies the adjective gay. 

As (the second one) is a conjunction, subordinate; it 
is correlative to the first as, and shows the relation of its 
•clause to gay. 

Remakks. — In sentence 7j cls well as is a coordinate 
conjunction ; its ofiice is like and, only it gives greater 
emphasis to the relation. It is said to denote emphatic 
correspondence. The same relation might be made more 
Emphatic by the use of correlatives. Thus : — 

Not only poets, but also other men, are lovers of the beautiful. 

3. Seat Work. 
Select correlative clauses joined by as and than. 



Correlative Clauses with As and Than. 

1. Examples. 

1. My father is seven years older than my mother. 

2. I have returned to refute a libel as false as it is malicious. 
S. And the brown ground-bird in the glen, 

Still chirps as merrily as then. 

—Bryant, j). 51. 

4. Be more anxious to acquire knowledge than to show it. 

5. The brook. 

Bordered with sparkling frost-work, was as gay 

As with its fringe of summer flowers. 

—Bryant, p. 30. 

6. O ye wild winds ! a mightier power than yours, in chains 
upon the shore of Europe lies. 

7. Purple, and crimson, and scarlet, like the curtains of 
Ood's tabernacle, the rejoicing trees sank into the valley in 
•showers of light, every separate leaf quivering with buoyant and 
burning life; each, as it turned to reflect or to transmit the 
sunbeam, first a torch and then an emerald. — John Buskin. 



^ . 2 COBEELATIVE CLAUSES DEXOTING COXSEQUEXCE. 

2. Seat Work. 
Write out the analysis of sentences 5 and 6 of the 
next lesson. 



i^i^^^oX 2,60. 

Correlative Clauses Denoting Consequence. 

1. Examples. 

1. The day was so stormy that it was not prudent to ven-: 
ture out. 

2. He was so much injured that he could not walk. 

3. The patient had gained so much strength that he was 
able to ride out. 

4. John arrived as soon as I. 

5. Then there escaped from her lips a cry of such terrible 

anguish 
That the dying heard it. and started up from their 
pillows. —Longfellow. 

6. Thus fares it still in our decay; 

And yet the wiser mind 

Mourns less for what Age takes away 

Than what it leaves behind, 

— Wo?''.ha-ort7i. 

MODEL FOR ANALYSIS. 

JSx. — Virtue is so amiable tliat even the vicious admire it. 

1. Virtue is the subject, and is amiable is the predi- 
cate ; it predicates quality. 

2. Amiahle denotes the predicated quality, and 

3. So indicates that a clause is to follow that will 
show the degree of the quality by telling what efl'ect it 
produces. 

4. That the vicious admire it tells the etfect 
of t,he quality, and in that way shows how much of it the 
subject possesses. 

5. That introduces the clause, and indicates its use. 



TRANSPOSED CORRELATIVE CLAUSES. ^.^ 

6. Vicious, or the noun limited by it, is the subject of 
the clause, admire is the predicate, and it is the object. 

7. Even gives emphasis to the assertion, and seems to 
suggest that it is true against what would be probable. 

MODELS FOE, PARSING. 

So is a conjunctive abverb. As a conjunction, it is 
correlative to that; as an adverb, it slightly modifies the 
adjective amiable. 

That is a conjunction, subordinate; it is correlative 
to so, and shows the relation of its clause to amiable. 

2. Seat Work. 

Write the analysis of sentence 6 of the next lesson, 
and the parsing of the correlatives in sentences 4 and 5. 



Transposed Correlative Clauses. 

1 . Examples. 

1. As the door turneth upon its hinges, so doth the slothful 
man upon his bed, 

2. As a bird that wandereth from her nest, so is a man 
that wandereth from his place. 

3. As is your influence, so is your destiny. 

4. As the rose breathes sweetness from its own nature, so 

the heart of the benevolent man produces good works. 

—Dodsley. 

5. As round the reaper falls the grain, 

So the dark host around him fell. 

So sank the foes of Israel. 

— WMtfier. 

6. One evening, after the sheep were folded, and we were 
all seated beneath the myrtle which shaded our cottage, my 
grandsire, an old man, was telling of Marathon and Leuctra; and 
how, in ancient times, a little band of Spartans, in a defile of 
the mountains, had withstood a whole army. — Elijah Kellogg. 



'lAA TBANSPOSED CORRELATIVE CLAUSES. 



MODEL FOE, ANALYSIS. 

Sentence 1. 

1. 3Tan is the subject, doth turn is the predicate, and 
upon his bed tells where he turns. 

2. So indicates that the turning of the man is to be 
compared with a similar turning of something else. 

3. As the door tumetli upon its liin^es 
completes the comparison introduced by so. 

4. As introduces the clause and indicates its use. 

5. Etc. 

MODELS FOR PARSING. 

As is a conjunction, subordinate; it is correlative to 
so, and shows the relation of its clause to doth turn. 

So is a conjunctive adverb. It is correlative to as, 
and slightly modifies doth turn. 

Remaeks. — In most of the examj^les of this lesson, 
the subordinate clause comes first, and the correlative con- 
junction at the head of it awakens an expectation of a 
j)rincipal clause containing a correlative word that will in- 
troduce a comjmrisooi. The correlative word in the principal 
clause introduces a comparison, and directs the mind back- 
ward to the subordinate clause which completes it. 

The true relation of the subordinate clause in sentence 
2, may be seen by comparing the following equivalent ex- 
pressions : — 

1. A man that wandereth from his place is Wke a bird that 
wandereth from her nest. 

2. A man that wandereth from his place is as a bird that 
%vandereth from her nest. 

3. As a bird that ivandereth from her nest, so is a man that 
wandereth from his place. 

These sentences all express the same thought. Each 
predicates a condition of the man that wanders from his 
place, and in each the condition is brought out by com- 
parison. In tlie first, the comparison is completed by a 
phrase, and in tlie second and tliird, by a clause. This 



CORRELATIVE CLAUSES CONTINUED. 



.45 



clause is substantive, for it is used with the copula to 
form the predicate. 

In the second sentence, as introduces the substantive 
clause and indicates its use. It is a conjunction, subordi- 
nate ; it shoves that its clause will denote comparison, and 
that it is subordinate in rank. 

In the third sentence, the clauses are transposed. As, 
in this sentence, is parsed just as it is in the model 
above. So is called a conjunctive adverb ; it is correlative 
to as, and perhaps it slightly limits the verb. 

2. Seat Work. 
Study the next lesson ; write the analysis of sentence 
7, and the parsing of the conjunctive adverbs and subor- 
dinate conjunctions in sentences 1, 3, and 4. 



Correlative Clauses. — Continued. 

1 . Instruction. 
Sometimes the word the is used with an adverb in the 
comparative degree as a correlative for the purpose of 
showing corresponding increase or decrease. Thus : — 

1. The more %ve study, the tnore ive thirst for knowledge. 

2. The fewer friends ive claim, the fewer ties are broken. 

In many instances, the increase and decrease are in 
inverse relation. Thus : — 

The less the passions are indulged, the tnore easily they 
are controlled. 

The, when used as above, is commonly parsed as an 
adverb, but it seems to have something of the nature of a 
conjunction ; for the two thes are certainly correlative to 
each other, and indicate a relation between the clauses 
that would not necessarily exist if these words were omitted. 



46 



CORRELATIVE CLAUSES CONTINUED. 



2. Examples. 

1. As we do to others, so shall it be clone to us. 

2. The longer I use the book, the better I like it. 

3. These English parks have trees as fine and as effective as 
any of ours. 

4. 0, teach him that the Christian man 

Is holier than the Jewish priest. 

— Whittier, ?). 70, 

5. In the lone and long night-watches, sky above and wave 

below, 
Thou didst learn a higher wisdom than the babbling 
school-men know. —lb., p. 57. 

6. We are so afraid of each other's doctrines, that we can- 
not cure each other's sins. 

7. What he gives thee, see thou keep ; 
Stay not thou for food or sleep : 
Be it scroll, or be it book, 

Into it, knight, thou must not look; 
If thou readest, thou art lorn 1 

Better hadst thou ne'er been born. 

—Scott. 

8. The gigantic genius of Shakspeare so far surpassed the 
learning and penetration of his time, that his productions were 
little read and less admired. 

Remarks. — In sentence 5, the expression shy above 
and ivave below consists of two absolute phrases joined 
coordinately by and. Each of the nouns sky and ivave is 
independent with an adjective instead of a participle. Each 
expression comes from a clause having an adjective or 
adjective phrase in the predicate. 

We have seen that clauses are abridged to absolute 
phrases by destroying their power of predication. This is 
done by changing the verb to a participle whenever the 
verb constitutes the entire predicate ; but whenever the 
predicate consists of a copula and a noun, the copula is 
changed to a participle ; as, Faid beimj a Roman^ etc. 

Whenever the predicate consists of a copula and an 
adjective, we may change the copula to a })articiple, or we 



COREELATIVE CLAUSES DENOTING PURPOSE. 'JA.y 

may drop it entirely, as in the sentence which forms the 
subject of this remark. 

In sentence 6, each is used to show that the persons 
represented by we act reciprocally in being afraid of 
doctrines. Uach, or the noun limited by it, is commonly 
regarded as being in apposition with tve, and therefore in 
the nominative case; while othe7-'s, or the noun limited by 
it, is in the possessive case. 

3. Seat Work. 

Write the analysis of sentence 9, and the parsing of 
all the correlative words in the next lesson. 



Correlative Clauses Denoting Purpose. 

1 . Instruction. 

PujsrcTUATioisr. — Correlative clauses are not usually sep- 
arated by any mark of punctuation when the clause com- 
pleting the comparison is introduced by as or than, or 
when the clauses are closely joined by so that or such that. 
But they should be separated by the comma whenever the 
second correlative word is followed by a comma, or when 
the correlative words stand at the head of their respective 
clauses. 

Correlative clauses joined by other words than those 
mentioned above are generally separated by the comma. 

2. Examples. 

1. He visited the springs that he might improve his health. 

2. Cgesar visited Britain, in order that he might conquer the 
inhabitants. 

3. Live well that you may die well. 

4. The foliage of the trees is as dense as ever, and as green. 

5. Better is the storm above it, than the quiet of the grave.. 



348 



CORRELATIVE CLAVSES DENOTING PURPOSE. 



6. The man traveled in order that he might regain his 
strength. 

7. We can discover nothing so sublime as the spirit of self- 
sacrifice. 

8. Shall your good State sink her honor that her gambling 
stocks may rise 1 

9. As the tides of the sea arise in the month of September, 
flooding some silver stream till it spreads to a lake in the 
meadow, so death flooded life. 

MODEL FOR A^'ALYSIS. 

Sentence 2. 

1. Ccesar is the subject. 

2. Visited is the predicate. 

3. Britain names the place visited by liim. 

4. In order that he might conquer the 
inhabitants tells why he visited Britain. 

5. In order awakens an expectation of a clause that 
will tell why Ctesar visited Britain. 

6. That he might conquer the inhabitants meets the ex- 
pectation raised by in order. 

1. That introduces the clause, etc. 

MODELS FOE PAESIXG. 

In order is a conjunctive adverb ; it is correlative 
to that, and slightly modifies visited. 

That is a conjunction, subordinate ; it is correlative 
to in order, and shows the relation of its clause to visited. 

3. Seat Work. 
Study the next lesson, and select all kinds of correla- 
tive clauses. 



CORRELATIVE CLAUSES CONTINUED. 



349 



Correlative Clauses.— Continued. 

1. Examples. 

1. They have given their lives, in order that the nation 
might live. 

2. God sent his singers upon earth 

With songs of sadness and of mirth, 

That they might touch the hearts of men, 

And bring them back to heaven again. 

—Longfellow., p. 134, 

3. lady fair, I have yet a gem which a purer luster flings 
Than the diamond flash of the jeweled crown on the 

lofty brow of kings, — 
A wonderful pearl of exceeding price, whose virtue shall 

not decay, 
Whose light shall be as a spell to thee, and a blessing on 

thy way ! Whlttier, p. 91. 

4. The more the love of poetry is cultivated and refined, the 
more do men strive to make their outward lives rythmical and 
harmonious. 

5. As I darkened the light, he cast his eyes toward the 
window, that he might catch the feeble rays of the moon. 

6. The sun is so bright that it dazzles the eyes. 

7. The fingers of the rain 

In light staccatos on the window played. 

Mixed with the flame's contented hum, and made 

Low harmonies to suit the varied strain. 

—Bayard Taylor. 

Remark. — In sentence ^, as a spell^ is an elliptical 
substantive clause used with shall he, to form the predicate. 
It means "as a spell would 6e." 

2. Seat Work. 
Study the next lesson, and select all kinds of correla- 
tive clauses. 



35o 



EMOTIONAL EXPRESSIONS. 



Emotional Expressions. 

1. Instruction. 
Wonderful are the ivorks of God! 

This sentence not only predicates a quality of the 
works of God, but it also shows that emotion is awakened 
by the thought. 

In spoken language the emotion is shown chiefly by 
the tone and modulations of the voice ; but in written 
language the attendant emotion is shown by the arrange- 
ment of the words, and by the use of the exclamation 
point at the close of the sentence. 

In the sentence given above, the word ivonderful is put 
in a prominent position, because it denotes the quality that 
excites emotion. If the sentence were written thus : " The 
works of the Lord are wonderful," no emotion would be 
indicated. 

Exclamatory sentences are generally introduced by 
some word which gives notice of the emotional character 
of the thought to be expressed. These Avords are 0, how, 
ivhat, etc. 

2. Examples. 

1. HoAv grandly the huge waves mount to-ward the sky ! 

2. What fearful sounds come from the dark vault ! 

3. How his gray skirts toss in the whirling gale ! 

4. What a tale of terror their turbulency tells ! 

5. How pale is the face of that young sufferer! 

G. How delicious, how real, "tire such remembrances ! 

7. With what a look of longing and sorrow she turned from us! 

8. With what fearful eagerness the people watch for signs of 
rain ! 

9. W^ith what a glory comes and goes the year ! 



J 



EMOTIONAL EXPEESSIONS. 



10. How it tolls for the souls 

Of the sailors on the sea ! 

— T. B. Aldrich. 

11. How it clatters along the roofs, like the tramp of hoofs ! 

12. What soft, fleecy clouds floated in the clear, blue sky! 

MODELS FOR ANALYSIS. 

Ex. — How ivonderfully the flowers are made! 

1. This group of words is an exclamatory sentence; 
it predicates a thought, and shows that emotion is awak- 
ened by that thought. 

2. Flowers is the subject. 

3. Are made is the i^redicate. 

4. Wonderfully shows liow the flowers are made, — 
that they are so made as to excite wonder in those who 
behold them. 

5. How shows that the manner in which they are 
made excites an tmusual degree of wonder. It takes the 
most prominent place in the sentence in order to show 
what modification of the thought, excites the emotion. 

Ex. — What blessings lue enjoy I 

1. This group of words is a sentence ; it expresses a 
thought, and shows that emotion is excited by that thought. 

2. We is the subject. 

3. Enjoy is the predicate. 

4. Blessings names the things that are enjoyed. 

5. What seems to show that the blessings here 
meant are 'peculiar., and either unusually great or remarkably 

abundant. It takes the first place in the sentence to show 
that this ])ecidiarity of the blessings is what excites the 
emotion. 

MODELS FOP. PARSING. 

How is an adverb, added to wonderfully to show 
that the flowers are so made as to excite an unusual de- 
gree of wonder. 

Wliat is an adjective, added to blessings to show 
that the blessings are either unusually great or very abundant. 



352 



EMOTION EXPRESSED BY A SIXGLE WORD. 



2. Seat Work. 
Study tlie next lesson, and write the analysis of sen- 



tences 1 and 9. 



i<^^goK 266. 

Emotion Expressed by a Single Word. 

1 . Instruction. 

1. Alas! thy youth is dead! 

2. All I how cold are their caresses ! 

3. HctrU I I hear the tread of armed men ! 

In the arrangement of the words in the first sentence 
there is nothing to indicate emotion. 

Alas denotes an emotion of sadness, and the sentence 
that follows it shows what thought awakens the emotion. 

The emotional character of the thought is still further 
shown to the eye by the exclamation point, and to the ear 
by the tones and modulations of the voice. 

In sentence 2, the emotion is shown by the words ah 
and how. Ah is used expressly for that purpose. It is not 
really a part of the sentence, but stands alone, and is, to 
a great degree at least, independent. It denotes a sadden 
emotion of grief or sadness, and the sentence that follows 
it explains the cause. How, by its prominent position in 
the sentence, shows just what modification of the thought 
excites the emotion. It is the unusual degree of coldness. 
The quality itself is shown by cold, but the unusual or un- 
expected degree of the quality is indefinitely shown by 
hoio. 

In the third sentence, hark is the predicate of a clause 
with thou, you, or ye, understood as its subject. It exhorts 
the person spoken to to act; but, at the same time, in- 
dicates an emotion of fear or surj^rise, without telling what 
awakens that emotion. 



ELLIPTICAL EXPRESSIONS OF EMOTION. 



Z^^ 



2. Examples. 

1. Alas ! the sweetness of Annette's manners was not the^ 
beaming of a lovely spirit. 

2. Ugh ! the old men all responded from their seats beneath 
the pine-trees. 

3. Hark ! distant voices ripple the silence deep. 
4 Hurrah ! there they come ! 

5. Bah ! how disgusting are such actions ! 

6. Why ! how you look ! 

7. Hush! came not faint whispers near? 

8. There! my work is done. 

9. See ! a rocket cleaves the sky from the fort, — a shaft of 
light. 

10. O, wash away these scarlet sins! 

11. Well done ! thy words are great and bold. 

12. What ! are these my guests ? 

Remarks. — Sentences 7 and 12 are emotional and 
interrogative at the same time. 

Sentences 1, 2, 3, 8, 9, 11, are simply declarative, 
and followed by the period. The emotion is indicated by 
alas, ugh, harky there, see, and well done. 

Hark, hush, see, well done, are all elliptical clauses, but 
have been so much used as exclamations, that, when so 
employed, they seem to have nearly lost their original sig- 
nification, and are commonly parsed as interjections. 

3. Seat Work. 

* Write the parsing of all the exclamatory words in the 
next lesson. 



Elliptical Expressions of Emotion. 

1. Instruction. 

Oh for a lodge in some vast wilderness ! 
The meaning of this sentence seems to be, " Oh how I 
long for a lodge in some vast wilderness!" The subject and 

23 * 



3^4 



ELLIPTICAL EXPRESSIONS OF EMOTION. 



predicate are both understood. For a lodge., etc., modifies 
the predicate understood ; it tells the tendency or dkection 
of my longing. Oh denotes an emotion of intense earnest- 
ness, mingled, perhaps, with impatience. The cause of this 
emotion is not given. 

PtTN^CTUATiox. — Exclamatory exj^ressions are usually fol- 
lowed by the exclamation point. Interjections are followed 
by this point when emphatic ; but when they are not em- 
phatic, yet require a pause after them, and are followed 
by an exclamatory clause, the comma is placed after the 
interjection, and the exclamation point at the end of the 
clause. 

Whenever the inteijection is so closely connected with 
what follows as to admit of no pause, the comma is 
omitted. 

2. Examples. 

1. Oh for faithful men in times of such fearful wickedness ! 

2. Alas ! the weakness of human nature ! 

3. What! not up yet? 

4. Farewell, a long farewell, to all my greatness ! " 

5. What beautiful warm days we are having this month ! 

6. Bingo, why Bingo ! hey, hey — here, here ! 

7. A Daniel come to judgment! yea, a Daniel. — 

O, w^ise young judge, how I do honor thee I 

— Shale s^l^ ear e. 

8. O God ! I cannot bear this doubt 

That stifles breath. 

9. Onward he rode, the pathAvay still 
Winding betwixt the lake and hill; 
Till, on the fragment of a rock, 
Struck from its base by lightning shock, 

He saw the hoary Sage : 
The silver moss and lichen twined, 
With fern and deer-hair checked and lined, 

A cushion tit for age ; 

And o'er him shook the aspen-tree, 

A re&tless, rustling canopy. 

—Scott, p. 385. 



CONTINUATION OF THE LAST LESSON. 



355 



3. Seat Work. 

Study the next lesson, and write the parsing of the 
words in sentence 4. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. My heart is awed within me when I think 
Of the great miracle that still goes on, 

In silence, round me, — the perpetual work 
Of thy creation, finished, yet renewed 
Forever. —Bryant, p. 80. 

2. ''Oho!" she muttered, ''ye 're brave to-day!" 

3. "Fie, silly bird!" I answered, "tuck your head beneath 
your wing." 

4. men and brothers ! what sights were there ! 

White upturned faces, hands stretched in prayer! 

— WhiUier, 2^. 811. 

5. Up ! up ! my friend, and quit your books. 

6. A pilgrim, when the summer day 
Had closed upon his weary way, 

A lodging begged beneath a castle's roof; 

But him the haughty warder spurned ; 

And from the gate the pilgrim turned. 

To seek such covert as the field 

Or heath-besprinkled copse might yield, 

Or lofty wood, shower-proof. 

~ Wordsworth, p. 148. 

2. Seat Work. 
Study the next lesson, and write the analysis^ of ex- 
amples 2, 5, and 7. 



^2^ QUALITY ACQUIRED OB DISCOVERED. 



L^^gOK ^69 



Quality Acquired or Discovered Through the Action 
of the Verb. 

1 . Instruction. 

1. The leaves turn brown in autumn. 

2. The rose smells sweet. 

In the first sentence above, broion denotes a quality 
which the leaves acquire by the act of turning. 

In the second sentence, siceet denotes a quality of the 
rose, — a quality discovered by the act of smelling. 

In both instances, the quality is predicated. The verb 
predicates action, and does not represent it as being re- 
ceived by anything. . So far, it is like an intransitive verb ; 
but in addition to doing this work, it shows that the qual- 
ity denoted by the adjective that follows it, is predicated. 
In this respect it is like the copula. The adjective forms 
a part of the predicate as much as it does when used 
after the copula itself. Such a verb is called a copula- 
tive verb. 

The copula is used with the adjective, simply to show 
that the quality is predicated ; but the copulative verb used 
with the adjective to form the predicate does two things, — 
it predicates action, and at the same time shows that some 
other thought is predicated, — some quality, action, state, or 
class, denoted by a word that follows. 

However different in other respects, all copulative 
verbs are alike in doing the work of a copula, in addition 
to predicating the thought which they themselves denote. 

2. Examples. 

1. At once his eye grew wild. 

2. The eyes of the sleepers waxed deadly and chill. 

3. Pay by day her step grew weaker. 

4. Ho, young Count of Greiers ! this morning thou art ours. 



QUALITY ACQUIRED OR DISCOVERED. 



357 



5. She appears healthier than she is. 

6. Methinks the night grows thin and gray. 

7. The muscles become strong through exercise. 

8. Level the landscape grew. 

9. The world looks old and grim. 

MODELS FOR ANALYSIS. 

Ex. — Tlie leaves turn hroion in autumn. 

1. Leaves is the subject. 

2. Turn brown is the predicate ; it predicates an 
action, and also a quality which the subject acquires 
through that action. 

3. Turn denotes the action and predicates it. 

4. Brown denotes the quality, and turn, like a cop- 
ula, shows that the quality is predicated. 

Ex. — The rose smells sweet. 

1. Rose is the subject. 

2. Smells sweet is the predicate; it predicates an 
action, and also a quality which is discovered through that 
action. 

3. Sweet denotes the quality. 

4. Smells denotes and predicates the action, and also 
shows that the quality is predicated. 

MODELS FOR PARSING. 

Turn is a verb, reg., copulative, indicative mode, 
present tense, 3d, j^lu., to agree with its subject leaves. 

Brown is an adjective, qual. ; used with the cop- 
ulative verb tuim to form the predicate. 

3. Seat Work. 

Study the next lesson ; Avrite the parsing of the cop- 
ulative verbs, and the adjectives used Avitli them to form 
the predicate. 



358 



COPULATIVE VERBS WITH ACCOMPANYING STATE. 



I<1^^^0>[ ^^0 



Copulative Yerbs Used to Predicate Accompanying 

State. 

1. Instruction, 

As may be seen by some of the examples in this 
lesson, the adjective following the copulative verb often 
denotes a condition or quality that accompanies the action 
or state expressed by the verb. 

2. Examples. ' 

1. Illuming the landscape with silver, fair rose the dewy 
moon and the myriad stars. — Evangeline. 

2. But thicker and thicker a hot mist grew, 

Shot by the lightnings through and through, 

And muffled growls, like the growl of a beast, 

Ran along the sky from west to east. 

— Whittier, p. 298. 

3. Their hearts beat but once, and forever lay still, 

—Byron. 

4. And there the full broad river runs, 

And many a fount wells fresh and sweet. 

5. The grass grows green where the frost has been, 

And waste and wayside are fringed with flowers. 

6. Is this a time to be gloomy and sad. 

When our mother Nature laughs around; 

When even the deep blue heavens look glad, 

And gladness breathes from the blossoming ground? 

—Bryant., p. 105. 

Remark. — In analyzing sentence 1, say, ^ose fair is 
the predicate ; it predicates action and an accompanying 
condition. Fair denotes the condition, and rose., like a cop- 
ula, predicates that condition. 

3. Seat Work. 

Select examples like those in this lesson and in the 
preceding one. 



COPULATIVE VERBS PREDICATING CLASS. 



3^9 



Copulative Terbs Predicating Class. 

1. Examples. 

1. A region of repose it seems, 

A place of slumber and of dreams, 

Remote among the wooded hills. 

—Longfellow. 

2. And Duncan pines a x^risoner, fast within his father's 
towers. 

3. Then from a neighboring thicket the mocking-bird, wild- 

est of singers, 
Swinging aloft on a wdllow spray that hung o'er the water, 
Shook from his little throat such floods of delirious music 
That the whole air and the woods and the waves seemed 

silent to listen. —Evangeline. 

4. Nor long may thy still waters lie 

An image of the glorious sky. 

—Bryant.^ p. 116. 

5. Sometimes it seemed a prayer, and sometimes it sounded 
like swearing. 

6. Dark and silent the water lies. 

MODELS FOR ANALYSIS. 

Ex. — She moved a goddess. 
' 1. She is the subject. 

2. Moved a goddess is the predicate ; it predicates 
an action by which the subject manifests qualities that 
characterize a goddess. 

3. Goddess names one of a class, and 

4. Moved denotes the action by which the subject 
manifests qualities that belong to that class. 

Ux. — She looked a queen. 

1. She is the subject. 

2. Looked a queen is the predicate ; it predi- 
cates an action, and through that action qualities are man- 
ifested which characterize a queen. 



36o 



COPULATIVE VERBS PREDICATING CLASS. 



3. Queen names one of a class, and 

4. Looked denotes the action through which quali- 
ties are manifested that distinguish that class. 

Ux. — He died an honest man. 

1. He is the subject. 

2. Died an honest man is the predicate; it 
predicates action of the subject, and also that at the time 
of that action he belonged to a class of men called honest. 

3. Man names one of a class ; lionest describes the 
kind of man here meant by assuming a quality of him ; 
and died predicates, not onl)^ the action denoted by itself, 
but also that at the time of that action the subject be- 
longed to the class of men described in the words that 

follow. 

JEx. — He turned beggar.. 

1. He is the subject. 

2. Turned beggar is the predicate ; it predicates 
action, and also that through this action he became one of 
a class called beggars. 

3. Beg'gar names one of the class. 

4. Turned denotes the action through which he be- 
came a beggar. 

MODEL FOE, PARSING. 

Ex. — She moved a goddess. 

Goddess is a noun, com., 3d, sing., fem. ; it is used 
with the copulative verb moved to form the predicate, and 
is therefore put in the nominative case. 

2. Seat Work. 
Study the next lesson ; write the analysis of sentence 
5. and the parsing of its verbs and predicate-adjectives. 



ACCOMPANYING ACTION OR STATE. 



361 



Accompanying Action or State. 

1 . Examples. 

1. The level sun, like ruddy ore, 

Lay sinking in the barren skies. —j^ea^i Ingelow. 

2. Here delicate snow-stars, out of the cloud 

Come floating downward in airy play Bryant, p. 225. 

3. Beatitude seemed written in his face. 

4. As o'er the verdant waste I guide my steed, 
Among the high rank grass that sweeps his sides 
The hollow beating of his footstep seems 

A sacrilegious sound. —Bryant, 131. 

5. The scene was more beautiful far to my eye 

Than if day in its pride had arrayed it : 
The land-breeze blew mild, and the azure-arched sky 
Looked pure as the spirit that made it.— Thomas Moore. 

6. The church of the village 

Gleaming stood in the morning's sheen — Longfellow, p. 24. 

7. The herd's white bones lie mixed with human mold. 

MODELS FOE, ANALYSIS. 

Ux. — She sat iveeping. 

1. She is the subject. 

2. Sat weeping is the predicate ; it j^redicates post- 
ure with accompanying action. 

3. Weeping denotes the action, but of itself has no 
power to predicate it. 

4. Sat denotes posture and predicates it ; it also acts 
the part of a copula in showing that the act of weeping 
is predicated. 

Ex. — He went on his loay rejoicing, 

1. -He is the subject. 

2. Went rejoicing is the predicate ; it predicates 
two associated actions. 



362 



MISCELLANEOUS EXERCISE. 



3. Went denotes an action, and predicates it ; it 
also acts the part of a copula in showing that the act of 
rejoicing is predicated. 

4. Hejoicillg denotes an accompanying action, but 
has in itself no power to predicate it. 

Ex. — Fields lie deserted. 

1. Fields is the subject. 

2. Lie deserted is the predicate ; it predicates 
two conditions. 

3. Lie denotes a condition, and predicates it ; it also 
acts the part of a copula in showing that the state denoted 
by the participle deserted is predicated. 

4. Deserted denotes action received by the subject, 
and a consequent condition. 

MODELS rOR PARSING. 

Ex. — She sat loeeping. 

Sat is a verb, irreg., copulative, ind. mode, past tense. 
Verbs in this tense do not change their form for the per- 
son and number of their subject. 

Weeping is a participle, present active ; it denotes 
accompanying action, and is used with the copulative 
verb sat to form the predicate. 

2. Seat Work. 
Study the next lesson ; write the analysis of sentence 
2, and the parsing of the verbs and participles in sentences 
1 and 4. 



Miscellaneous Exercise. 

1. Examples. 
1. The rain-drops glistened on the trees around, 

Whose shadows on the tall grass were not stirred, 
Save when a shower of diamonds, to the ground 

Was shaken by the flight of startled h'udi.— Bryant, p. 67. 



MISCELLANEOUS EXERCISE CONTINUED. 



363 



2. Colder and louder blew the wind, 

A gale from the northeast, 

The snow fell hissing on the brine, 

And the billows frothed like yeast. 

—Longfellotv^ p. 2 

3. But courage, O my mariners ! 

Ye shall not suffer wreck. 

While up to God the freedman's prayers 

Are rising from your deck. 

— Whittier, p. 315. 

4. That withered trunk a tree or shepherd seems, 

Just as the light or fancy strikes the «ye. 

5. In fair wood like this, where the beeches are growing, 

Brave Robin Hood hunted in days of old ; 

Down his broad shoulders his brown locks fell flowing, 

His cap was of green, with a tassel of gold. 

—Parker. 

2, Seat Work. 

Study the next lesson, and write the parsing of the 

words in example 2. 



Miscellaneous Exercise.— Continued. 



1. Examples. 

As the weary traveler sees 
In desert or prairie vast. 

Blue lakes, overhung with trees, 
That a pleasant shadow cast; 

Fair towns with turrets high. 
And shining roofs of gold, 

That vanish as he draws nigh, 
Like mists together rolled, — 

So I wander and wander along. 
And forever before me gleams 

The shining city of song, 

In the beautiful land of dream; 



364 



DOUBLE OBJECT WITH AN ADJECTIVE. 



But when I would enter the gate 

Of that golden atmosphere, 

It is gone, and I wander, and wait 

For the vision to reappear. i 

—Longfellow, 2^. 228. 

2. Suspended cliffs, with hideous sway, 

Seemed nodding o'er the cavern gray. 

2. Seat Work. 
Write the analysis of examples 1 to 4 of the next 
lesson, and the parsing of all the words in their predicates. 



Double Object Consisting of a Noun or Pronoun 
with an Adjectire. 

1. Instruction. 

1. We tliought that the man was insane. 

2. fVe ikouglit the man insane. 

In the first sentence above, the substantive clause ^Hhat 
the man was iiisane" is the object of the verb thought. In 
the second sentence, "t/ie man hisane^' is the same clause in 
an abridged form; it means the same that it did in its 
complete form, and is used for the same purpose. 

Now if we use a pronoun in place of the noun 7iian, 
Ave shall see that him is required instead of he or his. 
The sentence would then read, "TFe thought him insane.''' 
From this we learn that the subject of an abridged clause 
is put in the objective case whenever the clause is used 
to comi)lete the meaning of a transitive verb. An abridged 
clause used in this way is sometimes called a double 
object. 

2. Examples. 

1. They thought me mad. 

2. Do you believe me sincere? 

3. That experience made us more cautious. 



DOUBLE OBJECT WITH AN ADJECTIVE. 



365 



4. Some call him stingy. 

5. I consider the boy honest. 

6. What makes the sky so bright? 

7. Spake full well, in language quaint and olden, 

One who dwelleth by the castled Rhine, 
When he called the flowers, so blue and golden, 
Stars, that in earth's firmament do shine. 

Stars they are, wherein we read our history, 

As astrologers and seers of eld; 

Yet not wrapped about with awful mystery, 

Like the burning stars which they beheld. 

—Longfellow., p. 4. 

MODEL FOE, ANALYSIS. 

Ex. — We thought him insane. 

1. We is the subject. 

2. Thought him insane is the predicate ; it pred- 
icates an action and the conclusion reached by that action. 

3. Thought denotes the action, ami him insane tells 
what we thought, — the conclusion reached by thinking. 

4. Him insane is an abridged clause, and means 
the same as tJiat he was insane. 

5. Him is the subject of the abridged clause, and 

6. Insane denotes a condition of the person alluded 
to by him. 

7. Thought, like a copula, shows that the condition de- 
noted by insane is predicated. 

MODELS FOR PARSING. 

Thought is a verb, irregular, copulative, active 
voice, indicative mode, past tense. Verbs in this tense do 
not change their form for the person and number of their 
subject. 

Him is a pronoun, personal, 3d, sing., mas.; it is 
subject of an abridged clause which is the object of the 
verb thought, and for this reason it is put in the objective 
case. 

Insane is an adjective, qualifying, used with him to 
complete an abridged clause. 



^^^ CONTINUATION OF THE LAST LESSON. 

Remarks. — In sentence 3, made us cautious is the 
predicate ; it predicates an action and its effect. Made 
denotes the action, and us cautious, the effect. 

Us cautious is an abridged clause, and means the same 
as that we should become cautious j but the complete form 
is never used after the verb make. Us is the subject of 
the abridged clause, and cautious denotes a quality which 
the action of the verb causes us to acquire. 

In sentence 7, call him stingy is the predicate; it 
predicates an action, and a belief or accusation made known 
through that action. Call denotes the action, and fdm 
stingy, the belief or accusation. 

Him stingy is an abridged clause, and means the same 
as that he is stingy ^ but the complete clause is never used 
after the verb ccdl. Him is the subject of the abridged 
clause, and stingy denotes a quality of which the person is 
accused through the action of the verb. If we should sub- 
stitute say for call, then the complete form of the substan- 
tive clause would be used ; as, " Some say that he is stingy.^'' 

3. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tence 4. 



Subject of the Last Lessou Continued. 



1. Examples. 

1. The fruit made the boy sick. 

2. They made him joyful. 

3. Yeast renders bread porous. 

4. She hears the sea-birds screech, 
And the breakers on the beach 

Making moan, making moan : 
And the wind about the eaves 
Of the cottage sobs and grieves; 



ABRIDGED CLAUSE, WITH TO BE, ETC. 



.67 



And the willow-tree is blown 

To and fro, to and fro, 
Till it seems like some old crone 
Standing out there all alone 

With her woe, 

Wringing, as she stands. 

Her gaunt and palsied hands, 

While Mabel, timid Mabel, 

With face against the pane, 

Looks out across the night. 

And sees the Beacon Light 

A-trembling in the rain. 

—T. B. AlclHch. 

5. Shorter and shorter the twilight clips the days. 

2. Seat Work. 
Study the next lesson, and write the parsing of the 
verbs, participles, and predicate adjectives, in examples 6, 

i and 8. 



Abridged Clause, with To Be, As, As Being. 

1 . Instruction. 

To be., as, or as being, may be used between the sub- 
ject and adjective of the abridged clause, but this does 
not affect the construction. These words are mere connec- 
tives, used to make the relation between the adjective and 
the subject of the abridged clause more prominent. 

2. Examples. 

1. They regard themselves as wiser than other men. 

2. We supposed them to be truthful. 

3. We regarded him as being too indolent to hold his posi- 
tion long. 

4. For winter maketh the light heart sad. 

And thou, thou makest the sad heart gay. 

—Longfellow, p. 19. 



368 



PROMISCUOUS EXERCISE IX COPULATIVE VERBS. 



5. He sailed as midsliipman. 

6. He turned pale on hearing that his execution was to take 
place the next day. 

7. The prisoner looked happy when he was told that his 
mother had come to see him. 

8. The black-walnut logs in the chinmey 

Made ruddy the house with their light. 

9. I think him dishonest. 

Remauks. — Some difference of opinion prevails in re- 
gard to the parsing of as when used as it is in sentence 
5, above. Since as midshipman tells in what capacity he 
sailed, some regard it as an adverbial phrase, and parse 
€cs as a preposition. But this sentence is very much like, 
/She moved a goddess, or. He died a hero; so some parse 
midshipman as they do goddess and hero in the sentences 
just quoted, and as as a mere sign of apposition. 

3. Seat Work. 
Study the next lesson, and write the analysis of sen- 



tence 2. 



Promiscuous Exercise in Copulative Verbs. 

1 . Examples. 
L. But brighter than the afternoon 

That followed the dark day of rain, 

And brighter than the golden vane 
That glistened in the rising moon, 
Within, the ruddy firelight gleamed; 

And every separate window-pane, 

Backed by the outer darkness, showed 

A mirror, where the flamelets gleamed 

And flickered to and fro, and seemed 

A bonfire lighted in the road. 

—Longfelloio, p. 292.. 



COPULATIVE VEEBS IN THE PASSIVE VOICE. 



,69 



2. Tester morning I saw the lesser lake completely hidden 
by mist ; but the moment the sun peeped over the hill, the mist 
broke in the middle, and in a few seconds stood divided, leaving 
a broad road all across the lake. — Coleridge, 

3. We regard him as competent. 

4. I believe him to be honest. 

3. Seat Work. 
Study the next lesson ; write the analysis of the first 
and fifth examples, and the parsing of the words in the 
second and third. 



Copulative Yerbs in the Passive Yoice. 

1. Examples. 

1. We were made more cautious by that experiment. 

2. The boy is considered honest. 

3. He is known to be guilty. 

4. The government of Edward the Fourth, though it was 
called cruel and arbitrary, was humane and liberal, when com- 
pared with that of Louis the Eleventh, or that of Charles the 
Bold. — Macaulay's Essays, Vol. 1, p. 62. 

5. The small hand that trembled 

When last in my own, 

Lies patient and folded. 

And colder than stone. 

—Elizabeth Whittier, 

6. On the morrow we will meet. 

With melancholy looks to tell our griefs, 

And make each other wretched. 

—Bryant, p. 112. 

7. Ha ! how the murmur deepens ! 

MODEL FOR ANALYSIS. 

Ux — It was thought advisable to give up the expedition. 

1. /^ is the subject. 

2. Was thought advisable is the predicate ; it 



^>7Q DOUBLE OBJECT CONSISTING OF TWO NOUNS. 

predicates an action received by the subject, and also a 
quality of the subject. 

3. Was thought denotes the action, and advisa- 
ble denotes a quality which the action of the verb at- 
tributes to the subject. 

4. To give %ip names the action which is represented 
by it. 

5. Etc. 

MODELS FOR PARSIN"G. 

Was thought is a verb, irregular, copulative, pass- 
ive voice, indicative mode, past tense, 3d sing., to agree 
with the subject it. 

Advisable is an adjective, qualifying; used with 
the copulative verb ^oas thought to form the predicate. 

To g'ive uj) is a verb, irregular, transitive, active 
voice, infinitive mode, j^i'esent tense ; it is here used to 
name an action, and thus becomes a verbal noun ; it ex- 
plains what is meant by it, and is therefore put in the 
same case. 

2. Seat Work. 

Study the next lesson, and write the analysis of sen- 
tences 4 and 5. 



Double Object Consisting of Two Nouns. 

1. Examples. 

1. I think liim a villain. 

2. They elected him president. 

3. 'T would make the earth a cheerless place 

To see no more of these. 

4. In the time of Homer, the Greeks had not begun to con- 
sider themselves as a distinct race. — Macaulay^s Ussays, Vol 1, p. 172. 

6. Scarlet tufts 

Are glowing in the green, like flakes of fire; 

The wanderers of the prairie know them well, 

And call that brilliant flower the Painted Cap. 

—Bryant, p. 196. 



DOUBLE OBJECT CONSISTING OF TWO NOUNS. ^^ 

6. On the evening of the next day, at sunset, the shattered 
ice, thus frozen, appeared of a deep blue, and in shape like an 
agitated sea. — Coleridge. 

7. The Latin writers looked on Greece as the only fount of 
knowledge. 

8. They called him John. • 

MODELS FOE, ANALYSIS. 

Ex. — Some thought him an impostor, 

1. People or some other noun understood is the subject. 

2. Thought him an impostor is the predicate ; 
it predicates an action, and the coj^iclusion reached by that 
action. 

3. Thought denotes the action, and him an im- 
postor, the conclusion. 

4. Him an impostor is an abridged clause, mean- 
ing the same as that he vkis an impostor. 

5. Him is the subject. 

6. Impostor names one of a class to which the 
person belongs that is represented by him. 

1. Thought^ like a copula, shows that the fact of his 
belonging to that class is predicated. 

Ex. — AffUction Ttiade him a better man. 

1. Affliction is the subject. 

2. Made him a better man is the predicate ; 
it predicates action, and the effect of it. 

3. Made denotes the action, and him. a better man., 
the effect. 

4. Him. a better man is an abrids-ed clause meaninoc 
the same as that he should become a better man, but the 
complete form is never used after the verb make. 

5. Him is the subject. 

6. Man names one of a class to which the person be- 
longs that is ♦represented by him. 

1. Made, like a copula, shows that the fact of his 
belonging to that class is predicated. 



^-^ CONTIXUATIOX OF THE LAST LESSOX. 

3/2 



MODEL FOR PAESIXG. 

Man is a houd, com., 3d, sing., mas.; it is used to 
complete an abridged clause, and since it names one of a 
class to which the subject of the clause belongs, it is put 
in the same case. 

Remauks. — In sentence 2, elected him president is 
the predicate ; it j^redicates an action, and the effect pro- 
duced upon the object that receives the action. Elected 
denotes the action. Him alludes to the person that receives 
the action. President names one of a class of which the 
person becomes a member through the act of being elected ; 
or we may say that it names the office which he acquires 
through the action of the verb. 

Him joresident is an abridged clause, but the complete 
form is not used after this verb. 

In sentence 6, of a deep blue, and like an agitated 
sea^ are adjective phrases used with the copulative verb 
appeared to form the predicate. 

In sentence 8, John is the name which the person 
receives through the action of the verb. 

2. Seat Work. 

Study the next lesson ; AA^rite the analysis of sentence 
6, and the parsing of the words used in predicate. 



Subject of the Last Lesson Continued. 

1. Examples. 

1. We knew the thief to be an Indian by his tracks. 

2. A brook came stealing from the ground. 

3. Some thought him an excellent speaker, but others re- 
garded his style as too showy for sound reasoning. 

4. Thou 'It find Him in the evil days 

An all-sufficient strentjth and guide. 



VERBS IN PASSIVE VOICE FOLLOWED BY A NOUN. ^^^ 

0/6 

5. Chains are round our country i^ressed, 

And cowards have betrayed her. 

And we must make her bleeding breast 

The grave of the invader. 

—Bfyant, p. 108. 

6. She stood one moment statue-still, 

And, musing, spake in undertone, 

"The living love may colder grow; 

The dead is safe with God alone." 

—Elizabeth WMttier. 

V. Grief wastes my life, and makes it misery. 
8. Our country calls, away ! away !~ 

Re^jiakks. — In sentence 4, strength names a quality, 
but is used figuratively to denote a source of strength. 
This it may be made to do on account of the close rela- 
tion existing between the quality and- the source of it. 
All-sufficient assumes a quality of the source of strength 
here meant. 

In sentence 7, misefy names a condition. His life is 
said to be misery, because so much misery attends it. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 1, 2, and 3. 



Copulative Verbs in the Passive Yoice Followed 
by a Noun. 

1. Examples. 

1. The Swiss and Spaniards were, at that time, regarded as 
the best soldiers in Europe. 

2. He was everywhere known as the king's favorite. 

3. Sunderland, in spite of the very just antipathy of Anne, 
was made Secretary of State. — Macaulay'' & Essmjs, Vol. 1, p. 204. 



^y. VERBS IX PASSIVE VOICE FOLLOWED BY A XOUX. 

4 She haunts the Atlantic north and south, 
But mostly the mid-sea, 
Where three great rocks rise bleak and bare 
Like furnace-chimneys in the air, 

And are called the Chimneys Three. 

—Longfellow, p. 280. 
5. Full knee-deep lies the winter snow. 

And the winter winds jare wearily sighing; 
Toll ye the church-bells sad and slow, 
And tread softly, and speak low. 

For the old year lies a-dying. 

— Tennyson. 

MODELS FOR ANALYSIS. 

Ex. — He was called a hero. 

1. He is the subject. 

2. Was called a hero is the predicate ; it predicates an 
action received by the subject, and that by this action the 
subject is put in a class called heroes. 

3. Was called denotes the action, and predicates it. 

4. Hero names one of the class to which he is said 
to belong. 

5. Was called, like a copula, shows that the fact of 
his being put in that class' is predicated. 

Ex. — Jackson was elected president, 

1. Jackson is the subject. 

2. Was elected president is the predicate ; it predicates 
action received by the subject, and that by this action the 
subject becomes one of the class called presidents. 

3. Was elected denotes the action, and predicates it. 

4. President names one of the class of which he be- 
came a member, and 

5. Was elected, like a copula, shows that the fact of 
his becoming a member of that class is predicated. 

MODEL rOE, PARSIXC;. 

Ex. — He was called a liero. 
Hero is a noun, com., 3d, sing., mas.; used with 
the copulative verb v:as called to form the predicate. It 



DOUBLE OBJECT WITH AN INFINITIVE. 



.75 



names one of a class to which the subject belongs, and is 
therefore put in the same case as the subject. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 



tence 8. 



I,i^g^O>f ^§3. 



Double Object Consisting of an Infinitive and its 

Subject. 

1. Examples. 

1. Who caused your stern heart to relent? 

2. The doves besought the hawk to defend them. 

3. Permit your mind to reflect gravely. 

4. Fingal bade his sails to rise. 

5. 'Tis working with the heart and soul 

That makes our duty pleasure. 

—Phehe Cary. 

6. It's odd how hats expand their brims as youth begins to 

fade, 
As if when life had reached its noon, it wanted them for 
shade. —Oliver Wendell Holmes. 

7. He demanded permission to leave the army. 

8. I heard the trailing garments of the Night 

Sweep through her marble halls ! 

I saw her sable skirts all fringed with light 

From the celestial walls ! 

—Longfellow, p. 2. 

MODEL FOE, ANALYSIS. 

Ux. — The colonel ordered the regiment to advance. 

1. Colonel is the subject. 

2. Ordered the regiment to advance is the 

predicate ; it predicates action, and the contemplated effect 
of that action. 



376 



BE VIEW EXERCISE. 



3. Ordered, denotes the action, and 

4. The regiment to advance, the anticipated 
result of that action. 

5. Regiment is the subject of the abridged clause. 

6. To advance is the infinitive of the predicate ; it 
names the action which the regiment is ordered to perform. 

MODEL FOR PAESING. 

To advance is a verb, regular, intr., infinitive mode^ 
present tense ; it is here used to name an action and thus 
becomes a verbal noun ; it completes an abridged clause 
which is object of the verb ordered^ and is therefore put 
in the objective case. 

2. Seat Work. 

Select five examples of the copulative verb in the 
passive A^oice followed by a noun. 



Review Exercise. 

1. Examples. 

1. It was a hundred years ago, 

When, by the woodland ways, 
The traveler saw the wild deer drink, 
Or crop the birchen sprays. 

2. The conditions which had been imposed on liim made 
Mm a mere vassal of France. 

3. The griefs of life to thee have been like snows 

That light upon the fields in earl}^ spring, 

Making them greener. 

—Bryant, p. 232. 

4 Ghost-like and pale he wandered, 

With a dreamy, haggard eye ; 

He seemed not one of the living, 

And yet he could not die. 

—Ibid. p. 15S. 



VERBS FOLLOWED BY AN INFINITIVE. 

\ 



377 



5. He bids us to watch and be ready, 

Nor suffer our lights to grow dim; 
That -Vhen He mayv come, he will find us 
All waiting and watching for him. 

6. Time makes us eagle-eyed. 

—Alice Gary. 

2. Seat Work. 
Study the next lesson, and write the analysis of sen- 
tences 4 and 9, and the parsing of the words in sentences 
1 and 8. 



I<S{^60K :^§g. 



Copulative Terbs in the Passive Yoice Followed by 
an Infinitive. 

1. Examples. 

1. We were told to sit still. 

2. You are requested to sing, 

3. The soldiers were commanded to fire. 

4. The men of Israel were led to worship false gods. 

5. They told him to come. 

6. The Greeks were taught to use letters by Cadmus. 

7. They were ordered to leave. 

8. He bade me rejoice. 

9. To number his virtues is to give the epitome of his life. 
10. George was called to recite. 

MODEL FOR ANALYSIS. 

Ux. — The regiment was ordered to advance. 

1. Regiment is the subject. 

2. Was ordered to advance is the predicate ; 
it predicates two actions of the subject. The first is re- 
ceived b^ the subject, and the second performed by it. 
The action j^erformed is anticipated as the result of the 
action received. 



378 



MI^ CELL A NE US R E VIE W. 



MODEL FOR PAESIXG. 

To advance is a verb, regular, intransitive, infini- 
tive mode, present tense; here used as a verbal noun to 
name an action of the subject. It is taken with the copu- 
lative verb to form the predicate, and is therefore put in 
the nominative case. 

2. Seat Work. 

Write the analysis of sentence 1 of the next lesson,, 
and the parsing of sentence 2. 



I<E^gO>[ 2;§6. 

Miscellaneous Reyiew. 

1 . Examples. 

1. Above low scarp and turf-grown wall 
They saw the fort-flag rise and fall ; 

And, the first star to signal twilight's hour, 

The lamp-fire glimmer down from the tall light-house tower. 

— Tent on the Beach. 

2. He w^as seen to fall. 

3. In the genial breeze, the breath of God, 

The unseen springs come spouting up to hght. 
4 Just above yon sandy bar, 

As the day grows fainter and dimmer, 
Lonely and lovely, a single star 

Lights the air with a dusky glimmer. 

5. During more than forty years, he was known to his 
country neighbors as a gentleman of cultivated mind, of Jiigh 
principles, «vnd of polished address. — I[£acaulay''s Essajjs^ Vol. 1^ p. 58. 

6. Gliding by crag and copsewood green, 
A solitary form was seen 

To trace with stealthy pace the wold, 

Like fox that seeks the midnight fold. 

And pauses oft, and cowers dismayed, 

At every breath that stirs the shade. —^co^, in RoTceby. 

2. Seat Work. 
Select examples of all kinds of CopuLative Verbs. 



MISCELLANEOUS REVIEW CONTINUED. 



79 



Miscellaneous Review.— Continued. 

1. Examples. 

1. And now there came both mist and snow, 
And it grew wondrous cold; 

And ice, mast-high, came floating by, 

As green as emerald. 

—Samuel Taylor Coleridge. 

2. The silver fair-browed moon rose in the purple sky, and 
looked down, calm and silent, as God looks on the scene of mis- 
ery and oppression, — looked calmly on the lone black man, as he 
sat with his arms folded, and his Bible on his knee. — Harriet 
Beecher Stoive. 

3. The wagon rolled up a weedy gravel walk, under a noble 
avenue of China trees, whose graceful forms and ever- springing 
foliage seemed to be the only things there that neglect could not 
daunt or alter, — like noble spirits, so deeply roeted in goodness 
as to flourish and grow stronger amid discouragement and decay. 
—Ihid. 

4. The English seem as silent as the Japanese, yet vainer 
than the inhabitants of Siam. — Goldsmith. 

2. Seat Work. 

Write the analysis of sentence 2 of the next lesson,. 
and the parsing of all the words in its predicates. 



Miscellaneous Review. — Continued. 

1. Examples. 

Peace to the just man's memory ; let it grow 

Greener with years, and blossom through the flight 

Of ages; let the mimic canvas show 

His calm benevolent features ; let the light 

Stream on his deeds of love, that shunned the sight 



38o 



MISCELLANEOUS EXAMPLES. 



Of all but Heaven, and in the book of fame 

The glorious record of his virtues write, 
And hold it up to men, and bid them claim 
A palm like his, and catch from him the hallowed flame. 

—Bryant, x>- H- 

2. And the crescent moon, high over the green, 

From a -sky of crimson shone 

On that icy palace, whose towers were seen 

■ To sparkle as if with stars of their own; 

While the water fell with a hollow sound, 

'Twixt the glistening pillars ranged around. 

—Ibid, p. 170. 

3. I saw the waning lights in the skies 

Blown out by the breath of morning; * 

And the morn grow pale as a maid who dies. 

When her loving wins but scorning. 

—Phebe Cary. 



]\Ii^dellkr\eoti^ 5{xkinj)le^. 



1. The house had been large and handsome. It was built 
in a manner common at the South ; a wide veranda of two 
stories running around every part of the house, into which every 
outer door opened, the lower tier being supported by brick 
pillars. 

But the place looked desolate and uncomfortable ; some win- 
dows stopped up with boards, some with shattered panes, and 
shutters hanging by a single hinge, — all telling of coarse neglect 
and discomfort. — Mm. Stowe. 

2. He lay 
Reposing from the noontide sultriness. 
Couched among fallen columns, in the shade 
Of ruined walls that had survived the names . 
Of those who reared them; by his sleeping side 
Stood camels grazing, and some goodly steeds 
Were fastened near a fountain; and a man, 
Clad in a flowing garb, did watch the while, 
While many of his tribe slumbered around. 



MI8CELLA NE U8 E XA MPLES. ^ g j 

And they were canopied by the bhie sky, 

So cloudless, clear, and purely beautiful. 

That God alone was to be seen in heaven. 

—Byron. 

3. If I could but arouse in other minds that ardent and 
ever-growing love of the works of God in the creation, which I 
feel in myself, — if I could but make it in others what it has been 

to me — 

The nurse, 
The guide, the guardian of my heart, and soul 
Of all my moral being, — 

if I could open to any the mental eye which can never be again 
closed, but which finds more and more clearly revealed before 
it, beauty, wisdom, and peace, — in the splendors of the heavens, 
in the majesty of seas and mountains, in the freshness of winds, 
the ever-changing lights and shadows of fair landscapes, the soli- 
tude of heaths, the radiant face of bright lakes, and the solemn 
depths of woods, — then, indeed, would I rejoice. — Wm. Howitt. 

4. Born and educated in camps, Montcalm had been care- 
fully instructed, and was skilled in the language of Homer as 
well as in the art of war. — Bancroft. 

5. The sisters were together, — together for the last time in 
the happy home of their childhood. The window before them 
was thrown open, and the shadows of evening were slowly pass- 
ing from each familiar outline on which the gazers looked. They 
were both young and fair; and one, the elder, wore that pale 
wreath the maiden wears but once. The accustomed smile had 
forsaken her lip now, and the orange blossoms were scarcely 
whiter than the cheek they shaded. The sisters' hands were 
clasped in each other, and they sat silently watching the gradual 
brightening of the crescent moon, and the coming forth, one by 
one, of the stars. Not a cloud was floating in the quiet sky; 
the light wind hardly stirred the young leaves, and the air was 
fraught with the fragrance of early spring flowers. — Jane Worth- 
ington. 

6. There are some hearts like wells, green-mossed and deep 

As ever Summer saw; 
And cool their water is, — yea, cool and sweet; — 
But you must come to draw; 



382 



MISCELLAXEOUS EXAMPLES. 



They hoard not, yet they rest iii cahn content, 

And not unsought will give ; 
They can be quiet with their wealth unspent, 

So self-contained they live. 

And there are some like springs, that bubbling burst 

To follow dusty ways, 
And run with offered cup to quench his thirst 

Where the tired traveler stays; 
That never ask the meadows if they want 

What is their joy to give ; — 
Unasked, their lives to other life they grant, 

So self -bestowed they live I 

And One is like the ocean, deep and wide, 

A^Tierein all waters fall; 
That girdles the broad earth, and draws the tide, 

Feeding and bearing all; 
That broods the mists, that sends the clouds abroad, 

That takes, again to give; 

Even the great and loving heart of God, 

Whereby all love doth live. 

—Caroline Spencer. 

7. What if there was a spring-time of blossoming but once 
in a hundred years ! How would men look forward to it, and 
old men, who had beheld its wonders, tell the story to their 
children, how once all the homely trees became beautiful, and earth 
was covered with freshness and new growth ! How would young 
men hope to become old, that they might see so glad a sight! 
And when beheld, the aged man would say, "Lord, now lettest 
thou thy servant depart in peace, for mine eyes have seen thy 
salvation. " — Theodore Parker. 

8. She filled the helm, and back she hied, 
And with surprise and joy espied 

A monk supporting Marmion's head ; 
A pious man, whom duty brought 
To dubious verge of battle fought. 

To shrive the dying, bless the dead. 

Deep drank Lord Marmion of the wave. 

— Walter Scott. 



MISCELLAN EO US EXAMPLES. 



383 



9. We sit around the fireside, and the angel feared and 
dreaded by us all comes in, and one is taken from our midst. 
Hands that have caressed us, locks that have fallen over us like 
a bath of beauty, are hidden beneath shroud-folds. We see the 
steep edges of the grave, and hear the heavy rumble of the clods ; 
and, in the burst of passionate grief, it seems that we can never 
still the crying of our hearts. But the days rise and set, dimly 
at first ; seasons come and go ; and little by little the weight 
rises from the heart, and the shadows drift from before the eyes, 
till we feel again the spirit of gladness, and see again the old 
beauty of the world. — Alice Gary. 

10. Dark as the forest leaves that strew the ground, 

The Indian hunter here his shelter found ; 

Here cut his bow and shaped his arrows true, 

Here built his wigwam and his bark canoe. 

Speared the quick salmon leaping up the fall. 

And slew the deer without the rifle -ball. 

—John G. Brainard. 

11. On one side, the bank is almost on a level with the 
water, and there the quiet congregation of trees stood, with feet 
in the flood, and fringed with foliage down to its very surface. 
Vines here and there twine themselves about bushes or aspens 
or alder trees, and hang their clusters, though scanty and infre- 
quent this season, so that I can reach them from my boat. I 
scarcely remember a scene of more complete and lovely seclusion 
than the passage of the river through this wood. — Haivthoviie. 

12. All day, as day is reckoned on the earth, 
I've wandered in these dim and awful aisles, 
Shut from the blue and breezy dome of heaven. 

And now 
I'll sit me down upon yon broken rock, 
To muse upon the strange and solemn things 

Of this mysterious realm. 

—Prentice. 

13. .... Beautiful 
Are all the thousand snow-white gems that lie 
In these mysterious chambers, gleaming out 
Amid the melancholy gloom; and wild 
These rocky hills and Clio's and gulfs; but far 
More beautiful and wild, the things that greet 



oQ, MISCELLAXEOrS EXAMPLES. 



M 



Tlie wanderer in onr world of light, — the stars 

Floating on high, like islands of the blest; 

The autumn sunsets glowing like the gate 

Of far-off Paradise; the gorgeous clouds 

On which the glories of the earth and sky 

Meet, and commingle ; earth's unnumbered flowers , 

All turning up their gentle eyes to heaven; 

The birds, with bright wings glancing in the sun, 

Filling the air with rainbow miniatures; 

The green old forests surging in the gale ; 

The everlasting mountains, on whose peaks 

The setting sun bums like an altar flame. 

—Ibid. 

14. Up the long ascent it moved, — that shadow of our mor- 
tal sorrow and perishable earthly estate, — that shadow of the 
dead man's hearse, — along the way his feet have often trod, past 
the spring over whose brink he may have often bent with thirst- 
ing lip, past lovely green glades, mossy banks, and fairy forests 
of waving ferns, on which his eye had often dwelt with a vague 
and soft delight ; and so passed out of our view. But its mem- 
ory passed not out of our hearts that day. — Sarah J. Lippincot. 

15. There needs no other proof that happiness is the most 
wholesome moral atmosphere, and that in which the immortality 
of man is destined ultimately to thrive, than the elevation of 
soul, the rehgious aspiration, which attends the first sober cer- 
tainty of true love. There is much of this religious aspiration 
amidst all warmth of virtuous affection. There is a vivid love of 
God in the child that lays its cheek against the cheek of its 
mother, and clasps its arms about her neck. God is thanked — 
perhaps unconsciously — for the brightness of his earth, on summer 
evenings, when a brother and sister, who have long been parted, 
pour out theii' heart-stores to each other, and feel their course 
of thought brightening as it runs. AAlien the aged parent hears 
of the honors his children have won, or looks round upon their 
innocent faces as the glory of his decline, his mind reverts to 
Him who in them prescribed the purpose of his life, and bestowed 
its grace. — Horrid ^lartineau. 

16. "Twice have I sought Clan- Alpine's glen 
In peace; but when I come again, 

I come with banner, brand, and bow, 
As leader seeks his mortal foe. 



MISC ELLANEOUS EXAMPLES. 



'S5 



For love-lorn swain, in lady's bower, 
Ne'er panted for the appointed hour, 
As I, until before me stand 
This rebel Chieftain and his band!" 

"Have, then, thy wish!" — he whistled shrill, 

And he was answer'd from the hill; 

Wild as the scream of the curlew, 

From crag to crag the signal flew. 

Instant, through copse and heath, arose 

Bonnets and spears and bended bows; 

On right, on left, above, below, 

Sprung up at once the lurking foe; 

From shingles gray their lances start. 

The bracken bush sends forth the dart. 

The rushes and the willow-wand 

Are bristling into axe and brand, 

And every tuft of broom gives life 

To plaided warrior armed for strife. 

That whistle garrison'd the glen 

At once with full five hundred men. 

As if the yawning hill to heaven 

A subterranean host had given. 

Watching their leader's beck and will, 

All silent there they stood, and still. 

Like the loose crags, whose threatening mass 

Lay tottering o'er the hollow pass, 

As if an infant's touch could urge 

Their headlong passage down the verge, 



una' 



to) 



With step and v/eapon forward fl 

Upon the mountain-side they hung. 

The Mountaineer cast glance of pride 

Along Benledi's living side. 

Then fix'd his eye and sable brow 

Full on Fitz- James — "How say'st thou now? 

These are Clan- Alpine's warriors true; 

And, Saxon, — I am Roderick Dhu!" 

—Scott. 

17. The village was buried in deep sleep, but the woods were 
filled with large parrots, which, being awakened, made a prodigious 
clamor. The Lidians, however, thinking the Spaniards all de- 
stroyed, paid no attention to these noises. It was not until their 
houses were assailed, and wrapped in flames, that they took 

2S 



386 



MISCELLANEOUS EXAMPLES. 



alarm. They rushed forth, some with arms, some weaponless, 
but were received at their doors by the exasperated Spaniards, 
and either slain on the spot, or driven back into the fire. Women 
fled wildly forth with children in their arms, but at sight of the 
Spaniards glittering in steel, and of the horses, which they sup- 
posed ravenous monsters, ran back, shrieking with horror, into 
their burning habitations. Great was the carnage, for no quar- 
ter was shown to age or sex. Many perished by the fire, and 
many by the sw^ord. — Washington Irving. 

18. Amid all this, the center of the scene, 

The white-haired matron, with monotonous tread. 
Plied the swift wheel, and with her joyless mien 
Sat like a fate, and watched the flying thread. 

She had known Sorrow, He had walked with her, 
Oft supped, and broke with her the ashen crust, 

And in the dead leaves still she heard the stir 
Of his thick mantle trailing in the dust. 

—Thomas Buchanan Bead. 

19. Thought is deeper than all speech; 

Feeling, deeper than all thought; 

Souls to souls can never teach 

What unto themselves was taught. 

— Christopher Cranch. 

20. It was a wild, forsaken road, now winding through dreary 
pine barrens, where the wind whispered mournfully, and now over 
log causeways, through long cypress swamps, the doleful trees 
rising out of the slimy, spongy ground, hung with long wreaths 
of funereal black moss ; while ever and anon the loathsome form 
of the moccasin snake might be seen sliding among broken 
stumps and shattered branches that lay here and there, rotting 
in the water. — Mrs. Stowe. 

21. Yesterday thy head was brown as are the flowing locks 

of love; 

In the bright blue sky I watched thee towering, giant- 
like, above. 

Now thy summit, white and hoary, glitters all with sil- 
ver snow, 

Which the stormy night hath sliaken from its robes upon 
thy brow; 



MISCELLANEOUS EXAMPLES. 



3S7 



And I know that youth and age are bound with such 

mysterious meaning, 

As the days are link'd together, one short dream but 

intervening. —Goethe. 

22. Shall I ask the brave soldier who fights by 'my side 

In the cause of mankind, if our creeds agree? 
Shall I give up the friend I have valued and tried, 

If he kneel not before the same altar with me? 

—Moore. 

23. O my ears are dinned and wearied with the clatter of 

the school : 
Life to them is geometric, and they act by line and 

rule ; — 
If there be no other wisdom, better far to be a fool ! 
Better far the honest nature, in its narrow path content. 
Taking with a child's accef)tance, whatsoever may be sent, 
Than the introverted vision, seeing Self pre-eminent. 

—Bayard Taylor, p. 254. 

24. You shall receive, my dear wife, my last words in these 
my last lines; my love I send you, that you may keep it when 
I am dead, and my counsel, that you may remember it when I 
am no more. I would not with my will present you sorrows, 
dear Bess ; let them go to the grave with me, and be buried in 
the dust. And seeing that it is not the will of God that I shall 
see you any more, bear my destruction patiently, and with an 
heart like yourself. .... To what friend to di- 
rect you I know not, for all mine have left me in the true time 
of trial. Most sorry am I, that, being thus surprised by death, 
I can leave you no better estate ; God hath prevented all my 
determinations, — that great God which worketh all in all ; and if 
you can live free from want, care for no more, for the rest is 
but a vanity; love God, and begin betimes — in him you shall 
find true, everlasting, and endless comfort ; when you have 
travailed and wearied yourself with all sorts of worldly cogitations, 
you shall sit down by sorrow in the end. Teach your son also 
to serve and fear God whilst he is young, that the fear of God 
may grow up in him ; then will God be an husband to you, and 
a father to him, — an husband and a father that can never be 
taken from you. — Sir Walter Raleigh. 



388 



MISCELLANEOUS EXAMPLES. 



25. With quickened step 

Brown night retires : young day pours in apace, 

And opens all the lawny prospect wide.. 

The dripping rock, the mountain's misty top, 

Swell on the sight, and brighten with the dawn. 

Blue, through the dusk, the smoking currents shine ; 

And from the bladed field the fearful hare 

Limps awkward ; while along the forest glade 

The wild deer trip, and often turning, gaze 

At early passenger. Music awakes, , 

The native voice of undissembled joy. 

And thick around, the woodland hymns arise. 

Roused by the cock, the soon-clad shexDlierd leaves 

His mossy cottage, where with peace he dwells; 

And from the crowded fold, in order, drives 

His flock, to taste the verdure of the morn. 

— Thomson. 

26. It is imagined by many that whenever they aspire to 
please, they are required to be merry, and to show the gladness 
of their souls by flights of pleasantry and bursts of laughter. 
But though these men may be for a time heard with applause 
and admiration, they seldom delight us long. We enjoy them a 
little, and then retire to easiness and good-humor, as the eye 
gazes a while on eminences glittering with the sun, but soon turns 
aching away to verdure and to flowers. Gayety is to good-humor 
as animal perfumes to vegetable fragrance. The one overpowers 
weak spirits, and the other recreates and revives them. — Dr. 
Samnel Johnson. 

27. Some feelings are to mortals given, 
With less of earth in them than heaven; 
And if there be a human tear 

From passion's dross refined and clear, 

A tear so limpid and so meek, 

It would not stain an 'angel's cheek, 

'Tis that which pious fathers shed 

Upon a duteous daughter's head ! 

—Scott, in Lady of the Lake. 

28. Knowledge and Wisdom, far from being one, 
Have oftimes no connection. Knowledge dwells 
In heads replete with thoughts of other men; 
Wisdom in minds attentive to their own. 



MIS CELL A NE US EXA MPL ES. 



389 



Knowledge, a rude uni)rofitable mass, 

The mere materials with which Wisdom builds. 

Till smoothed, and squared, and fitted to its place. 

Does but encumber whom it seems t' enrich. 

Knowledge is proud that he has learned so much; 

Wisdom is humble that he knows no more. 

— Coivjier. 

29. Poetry is commonly understood to have two objects in 
Tiew; namely, advantage and pleasure, or rather a union of both. 
I wish those who have furnished us with this definition had rather 
proposed utility as its ultimate object, and pleasure as the means 
by which that end may be efiectually accomplished. The phi- 
losopher and the poet, indeed, seem principally to differ in the 
means by which they pursue the same end. Each sustains the 
character of a preceptor, which the one is thought best to sup- 
port if he teach with accuracy, with subtlety, and with perspi- 
cuity; the other with splendor, harmony, and elegance. The one 
makes his appeal to reason only, independent of the passions; 
the other addresses the reason in such a manner as even to en- 
gage the passions on his side. The one proceeds to virtue and 
truth by the nearest and most compendious ways ; the other 
leads to the same point through certain deflections and deviations, 
by a winding but pleasanter path. It is the part of the former 
-SO to describe and explain these objects, that we must necessarily 
become acquainted with them; it is the part of the latter so to 
dress and adorn them, that of our own accord we must love and 
embrace them. .... Poetry addresses her pre-' 
cepts not to the reason alone ; she calls the passions to her aid : 
she not only exhibits examples, but infixes them in the mind. 
She softens the wax with her peculiar ardor, and renders it more 
plastic to the artist's hand. Thus does Horace most truly and 
most justly apply this commendation to the poets : — 

What's fair, and false, and right, these bards describe, 
Better and plainer than the Stoic tribe. 



-Loivth. 



SO. In youth from rock to rock I went;. 
From hill to hill in discontent 
Of pleasure high and turbulent, 
Most pleased when most uneasy; 



390 



MISCELLANEOUS EXAMPLES. 



But now my own delights I make, — 

My thirst at every rill can slake, 

And gladly Nature's love partake 

Of thee, sweet Daisy! 

— Wordsworth., p. 137. 

31. Yet, ah ! why should they know their fate 

Since sorrow never comes too late, 

And happiness too swiftly flies ? 

Thought would destroy their paradise. 

No more; — where ignorance is bliss, 

'Tis folly to be wise. 

— Gray. 

%2. A transition from an author's book to his conversation, 
is too often like an entrance into a large city, after a distant 
prospect. Remotely we see nothing but spires of temples and 
turrets of palaces, and imagine it the residence of splendor, 
grandeur, and magnificence ; but when we have passed the gates, 
we find it perplexed with narrow passages, disgraced with des- 
picable cottages, embarrassed with obstructions, and clouded with 
smoke. — Dr. Samuel Johnson. 

33. Drowsed by the soft, 

Delicious greenness and repose, I crept 
Into a balmy nest of yielding shrubs, 
And floated ofi" to slumber on a cloud 
Of rapturous sensation. 

When I woke, 
^o deep had been the oblivion of that sleep, 
That Adam, when he woke in Paradise, 
Was not more blank of knowledge; he had felt 
As heedlessly, the silence and the shade; 
As ignorantly had raised his eyes and seen — 
As, for a moment, I — what then I saw 
With terror, freezing limb and voice like death, 
When the slow sense, supplying one lost link, 
Ran with electric fleetness through the chain 
And showed me what I was, — no miracle, 
But lost and left alone amid the waste. 
Fronting a deadly pard, that kept great eyes 
Fixed steadily on mine. I could not move : 



MISCELLANEOUS EXAMPLES. ^qj 



My heart beat slow and hard; I sat and gazed, 
Without a wink, upon those jasper orbs, 
Noting the while, with horrible detail. 
Whereto ray fascinated sight was bound. 
Their tawny brilliance, and the spotted fell 
That wrinkled round them, smoothly sloping back 
And curving to the short and tufted ears. 
I felt — and with a sort of fearful joy — 
The beauty of the creature : 'twas a pard. 
Not such as one of those they show you caged 
In Paris, — lean and scurvy beasts enough ! 
No; but a desert pard, superb and proud, 
That would have died behind the cruel bars. 

I think the creature had not looked on man; 

For, as my brain grew cooler, I could see 

Small sign of fierceness in her eyes, but chief. 

Surprise and wonder. More and more entranced, 

Her savage beauty warmed away the chill 

Of death-like terror at my heart; I stared 

With kindling admiration, and there came 

A gradual softness o'er the flinty light 

Within her eyes; a shadow crept around 

Their yellow disks, and something like a dawn 

Of recognition of superior will. 

Of brute affection, sympathy enslaved 

By higher nature, then informed her face. 

Thrilling in every nerve, I stretched my hand, — 

She silent, moveless, — touched her velvet head. 

And with a warm, sweet shiver in my blood. 

Stroked down the ruffled hairs. She did not start; 

But in a moment's lapse, drew up one paw 

And moved a step, — another, — till her breath 

Came hot upon my face. She stopped : she rolled 

A deep-voiced note of pleasure and of love, 

And gathering up her spotted length, lay down 

Her head upon my lap, and forward thrust 

One heavy-moulded paw across my knees. 

The glittering talons sheathing tenderly. 

Thus we, in that oasis all alone. 

Sat when the sun went down : the pard and T, 



^Q^ MISCELLANEOUS EXAMPLES. 

Caressing and caressed : and more of love 

And more of confidence between us came, 

I grateful for my safety, she alive 

With the dumb pleasure of companionship, 

Which touched with instincts of humanity 

Her brutish nature. When I slept, at last, 

My arm was on her neck. 

—Bayard Tayloi\ p. 23(5. 

34. It was not without some awe and apprehension that I 
approached the presence of my father. My infancy, to speak the 
truth, had been neglected at home ; the severity of his look and 
language at our last parting still dwelt on my memory ; nor could 
I form any notion of his character or my probable reception. 
They were both more agreeable than I could expect. The do- 
mestic discipline of our ancestors has been relaxed by the phi- 
losophy and softness of the age; and if my father remembered 
that he had trembled before a stern parent, it was only to adopt 
with his own son an oj^posite mode of behavior. He received me 
as a man and a friend ; all constraint Avas banished at our first 
interview, and we ever afterwards continued on the same terms 
of easy and equal politeness. He applauded the success of my 
education; every word and action were expressive of the most 
cordial aflfection ; and our lives would have passed without a 
cloud, if his economy had been equal to his fortune, or if his 
fortune had been equal to his desires. — Gibbon. 

35. Hark! 'tis the twanging horn! o'er yonder bridge. 
That with its wearisome but needful length 
Bestrides the wintry flood ; in which the moon 
Sees her unwrinkled face reflected bright : — 

He comes, the herald of a noisy world. 

With spatter'd boots, strapp'd waist, and frozen locks. 

News from all nations lumbering at his back. 

True to his charge, the close-pack'd load behind, 

Yet careless what he brings, his one concern 

Is to conduct it to the destined inn ; 

And having dropp'd the expected bag, i3ass on. 

—Cowper. 

36. Difl&culty is a severe instructor, set over us by the su- 
preme ordinance of a parental Guardian and Legislator, who 
knows us better than we know ourselves, as he loves us better 



MISCELLANEOUS EXAMPLES. ^jq^ 

too. He that wrestles with us, strengthens our nerves, and 
sharpens our skill. Our antagonist is our helper. This amicable 
conflict with difficulty obliges us to an intimate acquaintance 
with our object, and compels us to consider it in all its relations. 
It will not sufler us to be superficial.— ^iwAe. 

37. Then kneeling down to heaven's Eternal King, 

The saint, the father, and the husband prays: 
Hope "springs exulting on triumphant wing," 

That thus they all shall meet in future days; 
There ever bask in uncreated rays, 

No more to sigh, or shed the bitter tear, 
Together hymning their Creator's praise, 

In such society, yet still more dear. 
While circling time moves round in an eternal sphere. 

— Bobert Burns. 

38. I see before me the gladiator lie : 

He leans upon his hand; his manly brow 
Consents to death, but conquers agony. 
And his drooped head sinks gradually low : 
And through his side the last drops, ebbing slow 
From the red gash, fall heavy, one by one. 
Like the first of a thunder-shower; and now 
The arena swims around him; he is gone. 
Ere ceased the inhuman shout which hailed the wretch 
who won. 

He heard it, but he heeded not ; his eyes 

Were with his heart, and that was far away : 

He recked not of the life he lost, nor prize. 

But where his rude hut by the Danube lay; 

There were his young barbarians all at play. 

There was their Dacian mother — he, their sire. 

Butchered to make a Roman holiday. 

A.11 this rushed with his blood. Shall he expire, 

And unavenged? Arise, ye Goths, and glut your ire! 

—Lord Bijron. 

39. Those who are in the power of evil habits must conquer 
them as they can; — and conquered they must be, or neither wis- 
dom nor happiness can be attained; — but those who are not yet 
subject to their influence, may, by timely caution, preserve their 
freedom ; they may efiectually resolve to escape the tyrant, whom 
they will very vainly resolve to conquer. — Dr. Samuel Johnson. 



394 



MISCELLANEOUS EXAMPLES. 



40. Morn on the mountain, like a summer bird, 
Lifts up her purple wing, and in the vales 
The gentle wind, a sweet and passionate wooer. 
Kisses the blushing leaf, and stirs up life 
Within the solemn woods of ash deep-crimsoned. 
And silver beech, and maple yellow-leaved, 
^Vhere Autumn, like a faint old man, sits down 
By the wayside a- weary. Through the trees 
The golden robin moves. The purple finch. 
That on wild cherry and red cedar feeds, 

A winter bird, comes with its plaintive whistle. 
And pecks by the witch-hazel, whilst aloud 
From cottage roofs the warbling blue-bird sings. 
And merrily, with oft-repeated stroke, 
Sounds from the threshing-floor the busy flail. 

O what a glory doth this world put on 

For him who, with a fervent heart, goes forth 

Under the bright and glorious sky, and looks 

On duties well performed, and days well spent ! 

For him the wind, ay, and the yellow leaves, 

Shall have a voice, and give him eloquent teachings. 

He shall so hear the solemn hymn that Death 

Has lifted up for all, that he shall go 

To his long resting-place without a tear. 

—Longfellow^ p. 7. 

41. Some drill and bore 

The solid earth, and from the strata there 

Extract a register by Avhich we learn 

That he who made it and reveal'd its date 

To Moses was mistaken in its age. 

Some, more acute and more industrious still. 

Contrive creation; travel nature up 

To the sharp peak of her sublimest height, 

And tell us whence the stars; why some are fixt, 

And planetary some; what gave them first 

Rotation, from what fountain flow'd their light. 

C4reat contest follows, and much learned dust 

Involves the combatants; each claiming truth, 

And truth disclaiming both. And thus they spend 

The little wick of life's poor shallow lamp 

In playing tricks with nature, giving laws 

To distant worlds, and trifling in their own. 

— Cowper. 



MISCELLANEOUS EXAMPLES. 



,95 



42, Ask yourselves what is the leading motive which actuates 
you while you are at work. I do not ask what your leading mo- 
tive is for working — that is a different thing; you may have 
families to support — parents to help — brides to win; you may 
have all these, or other such sacred and pre-eminent motives, to 
press the morning's labor and prompt the twilight thought. But 
when you are fairly at the work, what is the motive which tells 
upon every touch of it ? If it is the love of that which your work 
represents, — if, being a landscape painter, it is love of hills and 
trees that moves you, — if, being a figure painter, it is love of 
human beauty and human soul that moves you, — if, being a flower 
or animal painter, it is love, and wonder, and delight in petal 
and in limb that moves you, then the spirit is upon you, and the 
earth is yours, and the fullness thereof. But if, on the other 
hand, it is petty self-complacency in your own skill, trust in 
precepts and laws, hope for academical or popular approbation, 
or avarice of wealth — it is quite possible that by steady industry, 
or even by fortunate chance, you may win the applause, the po- 
sition, the fortune, that you desire; but one touch of true art 
you will never lay on canvas or on stone as long as you live. — 
John Ruskin. 

43. I 've watched you now a full half-hour, 
Self-poised upon that yellow flower; 
And, little Butterfly! indeed 

I know not if you sleep or feed, — 
How motionless ! not frozen seas 

More motionless ! and then 
What joy awaits you when the breezo 
Hath found you out among the trees, 

And calls you forth ag^in ! 

This plot of orchard-ground is ours, 
My trees they are, my sister's flowers; 
Here rest your Avings when they are weary; 
Here lodge as in a sanctuary ! 
Come often to us, fear no wrong; 

Sit near us on the bough ! 
We'll talk of sunshine and of song; 
And summer days, when we were young; 
Sweet childish days, that were as long 

As twenty days are now. 

— Wordsworth, ]j. 94. 



396 



MISCELLANEOUS EXAMPLES. 



44. There is a pleasure in the pathless woods, 
There is a rapture on the lonely shore, 
There is society, where none intrudes. 

By the deep sea, and music in its roar ; 

I love not man the less, but nature more, 

From these our interviews, in which I steal 

From all I may be, or have been before. 

To mingle with the universe, and feel 

What I can ne'er express, yet cannot all conceal. 

—Lord Byron. 

45. 0, a dainty plant is the ivy green, 

That creepeth o'er ruins old ! 
Of right choice food are his meals, I ween, 

In his cell so lone and cold. 
The walls must be crumbled, the stones decayed, 

To pleasure his dainty whim; 
And the mouldering dust that years have made 
Is a merry meal for him. 

Creeping where no life is seen, 
A rare old plant is the ivy green. 

Fast he stealeth on, though he wears no wings 

And a staunch old heart has he ! 
How closely he twineth, how tight he clings 

To his friend, the huge oak-tree ! 
And slyly he traileth along the ground, 

And his leaves he gently waves. 
And he joyously twines and hugs around 

The rich mould of dead men's graves. 
Creeping where no life is seen, 
A rare old plant is the ivy green. 

Whole ages have fled, and their works decayed, 

And nations scattered been ; 
But the stout old ivy shall never fade 

From its hale and hearty green. 
The brave old plant in its lonely days 

Shall fatten upon the past ; 
Fur the stateliest building man can raise 

Is the ivy's food at last. 

Creeping where no life is seen, 

A rare old plant is the ivy green. 

- Charles Dickens. 



MISCELLANEO U:S EXAMPLES. -, r^-! 

46. The melancholy days are come, the saddest of the year, 
Of wailing winds, and naked woods, and meadows brown 

and sear. 
Heaped in the hollows of the grove, the autumn leaves 

lie dead ; 
They rustle to the eddying gust, and to the rabbit's tread. 
The robin and the wren are flown, and from the shrubs 

the jay. 
And from the wood-top calls the crow through all the 

gloomy day. 

Where are the flowers, the fair young flowers, that lately 
' sprang and stood 

In brighter light and softer airs, a beauteous sisterhood ? 

Alas ! they all are in their graves ; the gentle race of 
flowers 

Are lying in their lowly beds with the fair and good of ours. 

The rain is falling where they lie ; but the cold Novem- 
ber rain 

Calls not from out the gloomy earth the lovely ones again. 

The wind-flower and the violet, they perished long ago. 
And the brier-rose and the orchis died amid the summer 

glow; 
But on the hill the golden-rod, and the aster in the wood, 
And the yellow sunflower by the brook in autumn beauty 

stood, 
Till fell the frost from the clear cold heaven, as falls the 

plague on men, 
And the brightness of their smile was gone from upland, 

glade, and glen. 

And now, when comes the calm mild day, as still such 

days will come, 
To call the squirrel and the bee from out their winter 

home ; 
When the sound of dropping nuts is heard, though all 

the trees are still, 
And twinkle in the smoky light the waters of the rill, 
The south-wind searches for the flowers whose fragrance 

late he bore, 
And sighs to find them in the wood and by the stream 

no more. —Bryant. 



,98 



MISCELLANEOUS EXAMPLES. 



47. The Assyrian came down like the wolf on the fold, 
And his cohorts were gleaming in purple and gold ; 
And the sheen of their spears was like stars on the sea, 
When the blue wave rolls nightly on deep Galilee. 

Like the leaves of the forest when summer is green, 
That host with their banners at sunset were seen ; 
Like the leaves of the forest when autumn hath blown, 
That host on the morrow lay withered and strown. 

For the Angel of Death spread his wings on the blast. 
And breathed in the face of the foe as he passed ; 
And the eyes of the sleepers waxed deadly and chill. 
And their hearts but once heaved, and forever grew still ! 

And there lay the steed with his nostril all wide, 
But through it there rolled not the breath of his pride ; 
And the foam of his gasping lay white on the turf, 
And cold as the spray of the rock-beating surf. 

And there lay the rider distorted and pale, 
With the dew on his brow and the rust on his mail ; 
And the tents were all silent, the banners alone, 
The lances unlifted, the trumpet unblown. 

And the widows of Ashur are loud in their wail, 

And the idols are broke in the temple of Baal ; 

And the might of the Gentile, unsmote \yy the sword^ 

Hath melted like snow in the glance of the Lord ! 

—Lord Byron. 

48. Let me have men about me that are fat ; 

Sleek-headed men, and such as sleep o' nights: 

Yond' Cassius has a lean and hungry look; 

He thinks too much: such men are dangerous. 

—Shakspeare. 

40. The Being that is in the clouds and air. 

That is in the green leaves among the groves, 

Maintains a deep and reverential care 

For the unoffending creatures whom he loves. 

— Wordsworth, p. 186. 



MISCELLANEOUS EXAMPLES. 



399 



50. It was the pleasant harvest time, 

When cellar-bins are closely stowed, 
And garrets bend beneath their load. 

And the old swallow-haunted barns — 
Brown-gabled, long, and full of seams 
Through which the moted sunlight streams, 

And winds blow freshly in, to shake 
The red plumes of the roosted cocks, 
And the loose hay-mow's scented locks — 

Are filled with summer's ripened stores. 
Its odorous grass and barley sheaves. 
From their low scafiblds to their eaves. 

On Esek Harden's oaken floor. 

With many an autumn threshing worn, 
Lay the heaped ears of unhusked corn. 

And thither came young men and maids, 
Beneath a moon that, large and low. 
Lit that sweet eve of long ago. 

They took their places; some by chance. 
And others by a merry voice 
Or sweet smile guided to their choice. 

How pleasantly the rising moon. 
Between the shadow of the mows. 
Looked on them through the great elm-boughs !- 

On sturdy boyhood sun-embrowned, 
On girlhood with its solid curves 
Of healthful strength and painless nerves ! 



,But still the sweetest voice was mute 
That river-valley ever heard 
From lip of maid or throat of bird ; 

For Mabel Martin sat apart, 

And let the hay-mow's shadow fall 
Upon the loveliest face of all. 

She sat apart, as one forbid. 

Who knew that none would condescend 
To own the witch-wife's child a friend. 

— Whitfier, p. 218. 



.QQ MISCELLANEOUS EXAMPLES. 



51. Their light-arm 'd archers far and near 

Surveyed the tangled ground, 
Their center ranks, with pike and spear 

A twilight forest frown'd, 
Their barbed horsemen, in the rear, 

The stern battalia crown'd, 
No cymbal clash'd, no clarion rang, 

Still were the pipe and drum ; 
Save heavy tread, and armor's clang. 

The sullen march was dumb. 
There breathed no wind their crests to shake, 

Or wave their flags abroad ; 
Scarce the frail aspen seem'd to quake, 

That shadow'd o'er their road. 
Their vanward scouts no tidings bring, < 

Can rouse no lurking foe, 
Nor spy a trace of living thing. 

Save when they stirr'd the roe. 
The host moves like a deep-sea wave, 
Where rise no rocks its pride to brave, 

High-swelling, dark, and slow. 
The lake is pass'd, and now they gain 
A narrow and a broken plain. 
Before the Trosach's rugged jaws; 
And here the horse and spearmen pause 
While, to explore the dangerous glen, 
Dive through the pass the archer-meru 

At once there rose so wild a yell 
Within that dark and narrow dell, 
As all the fiends, from heaven that fell, 
Had peal'd the banner-cry of hell ! 

Forth from the pass in tumult driven, 

Like chaff before the wind of heaven, 
The archery appear ; 
For life ! for life ! their plight they ply — 
And shriek, and shout, and battle-cry. 
And plaids and bonnets waving high. 
And broadswords flashing to the sky, 

Are maddening in the rear. 
Onward they drive, in dreadful race. 

Pursuers and pursued; 



MISCELLANEOUS EXAMPLES. 



401 



Before that tide of flight and chase, 
How shall it keep its rooted place, 

The spearmen's twilight wood? — 
*'Down, down," cried Mar, "your lances down! 

Bear back both friend and foe!" — 
Like reeds before the tempest's frown, 
That serried grove of lances brown 

At once lay level'd low; 

And closely shouldering side to side. 

The bristling ranks the onset bide. 

—Scott, p. 233. 

52. This is the forest primeval. The murmuring pines and 

the hemlocks, 
Bearded with moss, and in garments green, indistinct in 

the twilight. 
Stand like Druids of eld, with voices sad and prophetic, 
Stand like harpers hoar, with beards that rest on their 

bosoms. 
Loud from its rocky caverns, the deep-voiced neighboring 

ocean 
Speaks, and in accents disconsolate answers the wail of 

the forest. 

This is the forest primeval ; but where are the hearts 

that beneath it 
Leaped like the roe, when he hears in the woodland the 

voice of the huntsman? 
Where is the thatch-roofed village, the home of Acadian 

farmers, — 
Men whose lives glided on like rivers that water the 

woodlands. 
Darkened by shadows of earth, but reflecting an image 

of heaven? 
Waste are those pleasant farms, and the farmers forever 

departed ! 
Scattered like dust and leaves, when the mighty blasts 

of October 
Seize them, and whirl them aloft, and sprinkle them far 

o'er the ocean. 

Naught but tradition remains of the beautiful village of 

Grand-Pre'. —Longfellow, p. 95. 

26 



402 



MIS CELL A XE OUS EX A M PLES. 



53. The stars are forth, the moon above the tops 
Of the snow-shining mountains. — Beautiful ! 
I linger yet with Nature, for the night 
Hath been to me a more familiar face 
Than that of man; and in her starry shade 
Of dim and solitary loveliness 
I learned the language of another world. 
I do remember me, that in my youth, 
When I was wandering, — upon such a night 
I stood within the Coliseum's Avail, 
I.Iidst the chief relics of almighty Rome. 
The trees which grew along the broken arches 
Waved dark in the blue midnight, and the stars 
Shone through the rents of ruin; from afar 
The watch dog bayed bej^ond the Tiber; and 
More near, from out the Ciesars' palace came 
The owl's long cry, and, interrupted!}^. 
Of distant sentinels the fitful song 
Begun and died upon the gentle wind. 
Some cypresses beyond the time-worn breach 
Appeared to skirt the horizon, yet they stood 
Within a bowshot, — where the Cassars dwelt, 
And dwell the tuneless birds of night, amidst 
A grove which springs through leveled battlements, 
And .twines its roots with the imperial hearths. 
Jxj usurps the laurel's place of growth; — 
But the gladiators' bloody Circus stands, 
A noble wreck in ruinous perfection. 
While CjTesar's chambers and the Augustan halls 
Grovel on earth in indistinct decay. — 
And thou didst shine, thou rolling moon, upon 
All this, and cast a wide and tender light. 
Which softened down the hoar austerity 
Of rugged desolation, and filled up, 
As't were anew, the gaps of centuries. 
Leaving that beautiful which still was so, 
And making that which was not, till the place 
Became religion, and the heart ran o'er 
With silent worship of the great of old I — 
The dead, but sceptered sovereigns, who still rule 
Our spirits from their urns. 



-Byron. 



SYSTEMATIC CLASSIFICATION OF THE 
PARTS OF SPEECH. 



SUBSTANTIVES. 
A substantive is,— 

1. A noun; or a letter, sign, or figure, used to. represent its own 



2. A word, phrase, or clause, used in the office of a noun. 



PKONOTJNS. 

Pronouns take the place ,of 
nouns, by alluding to persons or 
things previously named, to the 
speaker, or to one or more persons 
spoken to. 

A personal pronoun shows 
its person by its form. 

A relative pronoun shows 
the relation of its clause to the 
word represented by the pronoun. 

An interrogative pronoun 
is used in askiug a question. 



NOUNS. 

Names, of every kind, are called 
nouns. 

A common noun names any 
one of a class. 

A proper noun distinguishes 
some particular individual of a 
class. 

A collective noun names a 
collection of objects. 

An abstract noun names a 
quality. 

A verbal noun is a participle 
or an infinitive used to name ac- 
tion, being, or state. 

A substantive is said to be in the first person, when it repre- 
sents the speaker; in the second person, when it represents the 
person spoken to; in the third person, when it represents a person 
or thing spoken of; — 

In the singular number, when it means but one; and in the 
plural number, when it means more than one; — 

In the masculine gender, when it denotes a male; in the 
feminine gender, when it denotes a female; and in the neuter 
gender, when it denotes an object that has no sex. 

A pronoun must agree with its antecedent in person, num- 
ber, and gender. 

A collective noun, as antecedent, must be represented by 
.a pronoun in the singular number, when the entire collection is taken 

(.403) 



.Q . CLASSIFICATIOX OF THE FASTS OF SPEECH. 

together as a unit; but when reference is had to the individuals that 
make up*the collection, the pronoun must be in the plural number. 

When a pronoun represents twO or more antecedents taken 
conjointly, it must agree with them in the plural number; but when 
its antecedents are taken separately, the pronoun must agree with the 
one next to it. 

A noun or a pronoun should be put — 

In the nominative case,— 
When it is the subject of a sentence or clause. 
When used in predicate with the copula. 
When in apposition with any word in the nominative case. 
When independent by address; by exclamation; with a participle 
or an adjective; or by pleonasm. 

When used after a copulative verb as an attribute of the subject. 
When used after the participle of the copula in a verbal noun. 

In the possessive case,— 

To denote ownership; kindred; authorship; origin; fitness; time, 
weight, measure; etc. 

When in apposition with any word in the possessive case. 

When subject of an abridged clause, and followed by the parti- 
ciple of the copula. 

In the objective case,— 

When it is object of a verb or a participle. 

When object of a preposition. 

When in apposition with any word in the objective case. 

When it is subject of an iDfinitive in an abridged clause that is 
object of a preposition. 

When it is attribute of an object after a copulative verb. 

When it is used after a passive copulative verb whose indirect ob- 
ject is made its subject. (See note, p. 407.) 

VERBS. 

A true verb denotes action, being, or state, and predicates it. 

A regular verb forms its past tense and past participle by add- 
ing ed to its present indicative; while an irregular verb forms its 
past tense and past participle in some other way. Redundant verbs 
have both a regular and an irregular form. Defective verbs lack 
some of the principal parts, and so cannot be used in all the tenses. 



CLASSIFICATION OF THE PARTS OF SPEECH. 



40 5 



A transitive verb represents an action as being received by some- 
thing. The active voice represents the subject as acting; the pas- 
sive voice represents its subject as being acted upon. 

An intransitive verb does not represent its action as being 
received by anything. It sometimes predicates existence or state. 

The copula predicates the existence of some quality or state de- 
noted by an adjective or noun that follows it. 

A copulative verb predicates not only the act, being, or state 
denoted by itself, but it also does the work of a copula in predicating 
the action, quality, or state, denoted by some other word. 

MODES AND TENSES. 

Mode is the manner in which the verb predicates. 

The indicative mode represents the act, being, or state as 
actually existing or occuring. 

The potential mode predicates the power, necessity, duty, etc., 
of its subject to act, to exist, or to be in a certain state. 

The imperative mode commands, exhorts, or entreats. 

The infinitive mode (so called) has no power to predicate, and 
consequently has no person and number. 

The subjunctive mode is used to express what is doubtful, 
contingent, or merely supposed. 

The indicative mode has six tenses; the potential, four; the im- 
perative, one; and the infinitive and subjunctive, each two. 

The simple-tenses, — past, present, future, — are used to denote 
the time indicated by their respective names. 

The perfect tenses, as their names denote, represent action as 
completed, — the present perfect, at the time of speaking; the past per- 
fect, at some point of time in the past ; apd the future perfect, at some 
point of time in the future. 

The person and number of a verb is the inflection [change of 
form] required by the person and number of its subject. 

When the subject of a verb is a collective noun in the singular 
number, the verb must be in the plural number if the individuals com- 
posing the collection are regarded separately; but if the whole collec- 
tion is taken as a unit, the verb must be in the singular number. 

Whenever a verb has twO or more subjects taken together, it 
must be in the plural number; but if the subjects are taken separately, 
the verb must agree with the one next to it. 

PARTICIPLES. 
Participles assume action, being, or state, but have no power 
to predicate. They are sometimes classed among verbs, because they 



4o6 



CLASSIFICATION^ OF THE PARTS OF SPEECH. 



are derived from verbs, and retain much of the nature of the verb. In 
their use, however, they are like adjectives, being employ ed to limit 
nouns and pronouns. 

When a participle is used to name an act, being, or state, it is 
called a participial noun. 

A present participle represents its action as present at the 
time denoted by the predicate of its clause. 

A past participle represents its action as past at the time denoted 
by the predicate of its clause. 

A perfect participle represents its action as completed at the 
time denoted by the predicate of its clause. 

The present participle has two forms, — the active and the passive. 
The past participle sometimes has an active meaning and sometimes a 
passive, but its form is alw^ays the same as that of the present passive. 

The perfect participle has three forms, — the common, the pro- 
gressive, and the passive. Each of these forms assumes just what 
a perfect tense of that form would ijredicate. 

The infinitive is like the participle in being derived from a verb 
without having the power of predication ; but diifers from it in its form 
and in some of its uses. 

MODIFIERS. 

Modifiers are words used to introduce some circumstance of 
quality, condition, time, place, manner, purpose, or cause, or in some 
other way to restrict or extend the application of words. 



ADJECTIVES. 

A qualifying adjective is 

added to a noun or a pronoun to as- 
sume quality or condition. 

A limiting adjective is added 
to a noun or a pronoun to restrict 
its application in some other way 
than by denoting quality, condition, 
or kind. 

The so-called pronominal ad- 
jectives are used to limit a noun 
understood, and are supposed to 
represent that noun. 

Interrogative adjectives 
are used in asking questions. 



ADVERBS. 

An adverb is added to a verb, 
a participle, an adjective, or an ad- 
verb, to tell when., where, how, ivhy,. 
hoio long, hoio far, or how much. 

A relative adverb, like a rel- 
ative pronoun, shows the relation 
of its clause to the word which the 
clause limits. 

A coEJuoctive adverb i& 

one that has, to some degree, the 
nature of a conjunction. 

Interrogative adverbs are 
used in asking questions. 

A modal adverb modifies the 
manner of assertion, and not the 
action of the predicate. 

Both adjectives and adverbs have a comparative and a super- 
lative form for the purpose of denoting comparison. 



NOTES.— PECULIAR CONSTRUCTIONS. 



407 



RELATION WORDS. 



PREPOSITIONS. 

A preposition introduces a 
phrase, and shows the relation be- 
tween the word which the phrase 
limits and the substantive which 
forms the essential element of the 
phrase. 

The relative pronoun and the 
relative adverb are both relation 
words, but have already been de- 
fined. 

The copula, also, is a relation 
word, showing the relation between 
the subject and whatever is pred- 
icated of it. 

EMOTIONAL WORDS. 
Interjections are words used expressly to denote emotion. 



CONJUNCTIONS. 

A coordinate conjunction 

is placed between coordinate ele- 
ments to show that they are equal 
in rank, and if they are dependent, 
that they are alike related to the 
word which they limit. 

A subordinate conjunction 

introduces a clause, shows it to be 
subordinate in rank, and generally 
indicates its use. 



NOTES 



PECULIAR CONSTRUCTIONS. 

1. Obj. case after copvilative verb in passive voice. 

That experience taught us a useful lesson. 

A useful lesson was taught us. 

We were taught a useful lesson. 
in the first sentence above, lesson is the direct object of the verb, and i(s 
the indirect, or object of the prep, to understood. In the second sentence, the 
direct object {lesson) is taken for the subject, and the verb is changed to the 
passive voice; but in the third sentence, the indirect object of sentence 1 {us) 
is made the subject of the verb in the passive voice; but the direct object 
{lesson)., although it still receives the action, is no part of the subject— does 
not belong to it in any sense— and so remains in the objective case. The verb 
seems to be passive in regard to ive, but active in regard to lesson.— {See Greene's 
Analysis, _?;. 99, 6.) 

2, Abridged clause Avitli "being." 

His nationality prevented his election. 

His beintj a Jew prevented his helm) elected. 

That he teas a Jew preverded that he should be elected. 

By comparing these sentences it will be seen that being a Jew and he\ng 
elected are abridged predicates used as nouns. Being elected is a passive par- 



4o8 



XOTES. — PECULIAR COXSTE UCTIOXS. 



ticiple used as a noun: it is the passive voice of tlie verb, with its power of 
predication destroyed. Being a Jew should be parsed together as a noun, and 
then being and Jeio may be parsed separately. Being is the participle of the 
copula, and Jeiv is used with the participle of the copula in the predicate of an 
abridged clause, and is therefore put in the nominative case. 

/ v:as not aware that it was he. 
I was not aware of its being he. 

In the second sentence above, being he is a verbal noun, object of the prep- 
osition of, and limited by the possessive pronoun its; but he is in the nomina- 
tive case.— Gi'eene's Anal., 2^2^- 204, 205. 

3. Preposition used in predicate to give an intransitive verb 

a passive meaning. 

His mates laughed at hiui. 
He was laughed at. 

In the first sentence above, the phrase at him. though called adverbial, does 
not modify the verb in regard to time, place, manner, cause, or purpose; it 
shows the tendency or direction of the action, and so much resembles an ob- 
jective element that the object of its preposition is called the indirect object 
of the verb. 

In the second sentence the indirect object is made the subject of the sen- 
tence, but the preposition is retained in the predicate to show that the person 
represented by the pronoun sustains the same relation to the action as in the 
preceding sentence. Was laughed at may as well be parsed together as an in- 
transitive verb, with a meaning somewhat like that of a verb in the passive voice. 

4. Group of words in possessive case. 

If the group is complex, the possessive sign is added to the noun that 
comes nearest to the limited noun. Thus:— 

The Earl of Chatham's last speech. 
For my servant David's sake. 
For David my servant's sake. 

If the group be a couplet or a series denoting separate possession, the pos- 
sessive sign is added to each term; but when the couplet or series denotes 
joint possession, the possessive sign is added to the last term only. Thus:— 

Colburn's, White's, and Olney's arithmetic. 
Allen and Greenough's Latin Grammar. 

5. Verb agreeing vritli its logical ratlier tliau its grammat- 

ical subject. 

The horse and carriage (the conveyance) is zvait'mg. 

Bread and milk is good food. 

The horse and the carriage are waiting. 

Bread and milk are both good articles of food. 

By noticing the sentences above, it will be seen that when two grammatical 
subjects are so closely united in sense that the mind takes them as one, the 
verb should be in the singular number. The subject may also be so emphatic- 
ally distinguished as to require a verb in the singular number, as;— 

The vnfe, as well as the husband, tvas convicted. 
The doctor, and the sexton too, tvas i?nprisoned. 
Thine is the kingdom, and the i)0wer, and the glory. 



^V TES. — P UN C T UA TI N. , ^^ 
409 

6. For want of a pronoun in the third singular that can include both sexes, 
the masculine is often used; as,— 

The teacher should maintain Itls authority by the mildest means 2^ossible. 

'7, Nominative absolute witli a plirase. 

Tney ivent out one by one. 

Flake after jiaJie 

They sink in the darTc and silent lake. 

Day by day the sky is cloudless and blue. 

They grew together side by side. 

The sisters'' Jiands were clasped in each other. 

Froni an examination of the sentences aboA'e, it will be seen that the nom- 
inative absolute is often followed by a phrase instead of a participle or an ad- 
jective. 

Sometimes this phrase is adverbial, and sometimes adjective; for sometimes 
it would limit the verb, and sometimes it would be used with the copula in 
predicate, if the phrase absolute were converted into a clause. 

The last sentence means the same as though it read, The sisters' hands 
were clasped each in other. Such ]3hrases are not usually set ofE. 

S. Than whom. 

''Which, ivhen Beelzebub perceived, than tohom, 
Satan except., none higher sat,"" etc. 

—Paradise Lost, B. 2, I. 300. 

"The objective, whom, is here preferred to the nominative who., because the 
Latin ablative is commonly rendered by the former case, rather than by the 
latter; but this phrase. is no more explicable according to the usual principles 
of English grammar, than the error of putting the objective case for a version 
of the ablative absolute. If the imitation is to be judged allowable, it is to 
us a figure of syntax -slw obvious example of Enallage., and of that form of 
Enallage, which is commonly called Antij^tosis, or the putting of one case for 
awoVaQv.'"— Brown' s Grammar of English Grammars, p. GTS, ob. 18. 

PUNCTUATION. 

1 . Punctuation of adverbial elements. 

, Nothing has been said in this book in regard to the punctuation of adverbial 
elements. In general, the pauses required in reading have very little to do with 
the punctuation; but to this the adverbial element seems to be an exception; 
for whenever it requires a pause before and after it to bring out the sense, it 
should be set off by the comma. This is most commonly the case when the 
adverb is parenthetical or inverted. 

2. Quoted expressions. 

Quoted expressions should be enclosed in double quotation marks; and a 
quotation that is included within another quotation should have single quo- 
tiition marks. When the quotation is a complete clause, a comma should pre- 
cede it; when it is long, emphatic, or formally introduced, it should be pre- 
ceded by a colon. When the quotation is direci, the first word should begin 
with a capital letter. 

This work does not claim to be complete on punctuation; a thorough work 
on punctuation would constitute a good sized vohnne in itself. 



LETTER WRITING, 



The model on the next page will give some useful hints to those- 
who are not familiar with the most approved forms for beginning, 
closing, and directing an ordinary letter. The parts requiring particular 
attention are briefly noticed below: — 

1. Tlie Heading'. — This tells where and when the letter was 
written; and if no other instructions are given, it is supposed to show 
how a reply is to be directed. It should be placed toward the right 
and near the top of the page, and may consist of one or more lines, 
according to its length and the width of the page. The proper punc- 
tuation is shown in the model. 

2. Tlie Margin. — Do not forget to leave a fair margin on the 
left-hand of each page. It should be from a half-inch to an inch in 
Avidth, according to the size of the page, and of uniform width from, 
top to bottom. 

3. The Aclclre§S.— This should be placed at the left of the 
page, next to the margin, and one or two lines below the heading. It 
usually consists of some term or honor, affection, or relationship, and 
is commonly punctuated as in the model. Some, hoAvever, prefer the 
colon after the last word, and others the comma without a dash. 

4. Tlie Slitoscriplion. — This consists of the name of the 
writer, called his signature, preceded by some expression of respect or 
personal regard. The different lines of the subscription should begin 
each farther to the right than the one above it, and the first Avord of 
each should have a capital initial. The punctuation may be learned 
from the model. 

The full name and the residence of the person addressed should 
then be AVTitten at the left and a little beloAv the signature. 

5. The ISuperseriptlon. — This consists of the name of the 
person to Avlioin the letter is to be sent, written on the envelope, and 
folloAved by the name of the Post-office, county, and State, Avhere the 
letter is to be delivered. The name, especially if quite long, should 
begin near the left end of the envelope, and not much above the mid- 
dle. Below the person's name should be the name of his po!?t-ofl1ce, 
county, and State, each on a separate line, and each line beginning a 
little farther to the right than the one above it. 

Great pains should be taken to make every Avord of the super- 
scription so plain that it cannot be mistaken. 
(410) 



LETTER WRITING, 



411 



SPECIMEN LETTER. 






^^^'n^/ /e//€4, mif/ /ol m^ ■a-emMmid. ii(f/^/imD 'oZ-meemd wni'-o/i 4'/;) 

y/di/e a <i40?i ^4^ Mam w/ia/;) 'i/Mi -md/ den-/;) 4ne. 

(&'• 4i('-2e ^/aM 'u//ei mod/^ -a/ uu /ai m€ ^00// -cmma^/'i'/) 

QJ' /iud/) ^aul ^oa^'tnou/d wm'na/4e /od/;) -ff^/an me, -e^. 

^aui ■d/iec/ianeife dan, 



(mm 



'^e^dwei 



•■eanaii 






SUPERSCRIPTION. 



^ 



©^lei- '3fC€inaie/ & ^ad-ic^e 




©Aiic i/ci/!' 



INDEX 



Action — ^^''''• 
periormed or received by the sub- 
ject 44 

predicated 45 

denoted and predicated in one 

word 63 

modified by single word 65 

modified bV group of words 67 

performed by ttie subject and re- 
ceived by the object 96 

assumed 133 

named 142, 145 

Abridged clause.— ^^w 366 

with to be, as, as being 367, 407 

Adjectives— 

qualifying 42 55 

limiting o4-60 

participial 141 

limiting; noun understood 169 

numeral consisting of a group of 

Avords 1 J3 

interrogative 230 

parsing of 43, 

44, 56, 89, 170, 295. 338, 357, 365, 370 

superlative {ovm.—Be?n 241 

comparative form 335 

recapitulation of 406 

Adjective phrases — 

denoting qu ality 76 

denoting possession 89 

denoting origin or authorship 91 

denoting material etc 91 

denoting time, measure, weight ... 92 

Adj ective clause 204-225 

limiting pronoun it 242 

analysis of. . .205, 210, 216, 221. 222. 223 

Adverbs 65.95 

parsing of 66. 217, 338 

consisting of more than one word. 

-Bem° 98,139 

drop ly by poetic license 161, 18d 

conjunctive- 
parsing of 235, 341. 343, 344, 348 

comparative form 336 

recapitulation of ^406 

Adverbial phrase 07-75 

denoting place and time 68 

denoting manner 72 

denoting cause or purpose 73 

promiscuous (.■xam])les of 74 

without a i)reposition 178 

Adverbial clause 192-204 

analysis of 193 

Analysis— 
quality assumed and predicated, 40. 41 

action' predicated j 46 

pronoun as siit)ject 51. •''3 

limiting adjective. 55 

(412) 



Analysis, continued. *"•*"*• 

action denoted and predicated in 

one word 64 

adverbial phrase 68, 71 

adjective phrase 90, 91, 92. 93 

possessive noun 79, 83 

possessive pronoun 88 

couplet in predicate 98 

transitive verb 97 

interrogative sentence 112 

imperative sentence 113, 114 

class predicated 117 

class assumed and predicated. 120, 124 
assuming and predicating identity 

?. . . 127, 128 

participial construction 134 

passive participle 137 

of the couplet 151 

coordinate clauses . _. 160 

associated conjunctions 164 

noun independent by address 176 

interjections 177 

phrase introduced by like 180 

adverbial clause 193 

adjective clause 205 

rei. pro. as object of a prep 210 

relative adverb 216 

of a long sentence 218 

rel. pro. used also as an adj 

..: 221,222,223 

interrogative pronoun 228 

substantive clause 

232, 234, 235, 237, 288 

present perfect indicative 2o8, 259 

prog. form. ind. mode 268 

perfect participle 277 

present and i-ast potential 288 

past perfect potential 291 

poten'l mode predicating quality, 

etc 294 

potential mode, prog, form 296 

infin. mode, common form 304 

prog, and pas. infin. as verbal n. . . 

^ .? : 307,308 

phrase in predicate 311 

phrase absolute 314 

subjunctive mode _. • 320 

comparison introduced by an adj. . 337 
correrve clauses joined by as— as 340 
correlative clauses joined by so— 

that 342 

correlative clauses transposed 344 

correl've clauses denoting purpose 348 

emotional expressions 351 

copulative verb ■■•' 

;]57. 3.59. 360, 361, 362. 369, 374. 377 
double object 365, 371, 375 



INDEX. 



413 



Antecedent of a pronoun 206, 228 

a collective noun 403 

compound 404 

As- 
introducing simile 195 

joining correlative clauses 339 

parsing of 341 

Article 58 

par;:?ing of : 59 

Being— 

in phrase absolute.— ^em 316 

in verbal rnjxxu.—Note 339 

Capital letters 10, 11, 50, 98 

Case— 

nominative 80, 404 

as subject 80 

in predicate 117 

in apposition with nom. c. . . 120, 128 
independent — 

by address 175 

by exclamation 354 

with a participle or adj... 313, 346 

by pleonasm 316 

after the cop. v. as attr. sub. 359, 373 
after the participle of copula in 

verbal n 407 

possessive 80. 404, 408 

objective 87^404, 408 

object of verb or participle 

101, 103,135 

obj ect of preposition 87 

in apposition with obj. c. 120,128 
sub. of an abridged clause that is 

object of a verb or prep 

365,370,375 

attribute of object after a cop. v. 372 
after pas. cop. v. with indr. obj. 

for sub 407 

Class— 

predicated 116 

assumed 119 

Changing constructions 226 

Clauses— 

adverbial 192-203 

subordinate 193 

adjective 204. 225 

substantive 232-239 

as object 232 

introduced by interrog. pro 233 

introduced by conjunct, adv 234 

as subject 236 

in predicate and in apposition. . 237 
object of preposition.. . 241, 292, 362 

conditional 321 

correlative 335-349 

abridged 366, 367, 407 

Collective noun 13 

as subject 405 

as antecedent 403 

Comparison— 

introduced by like 180 

analysis of 180 

introduced by an ad j 335 

introduced hy as 339 

Complex sentence 196 

Compound sentence 183, 190 



Composition — 

first steps in 6 

how to write 34 

required. . 11, 35, 48, 54, 58, 85, 149, 169 
plan for 252 

CON.JUGATION— 

old form, are for have 258 

partial 273 

condensed 325 

diagram of 327 

Con j unctive adverb 235 

parsing of 235 

C0N.J UNCTIONS— 

coLirdinate 150 

parsing of 152, 160 

special signification of 152 

associated 163 

analysis of 164 

parsing of 164 

correlative 165 

parsing of 166 

as well as 341 

subordinate 193 

parsing of— 

in adverbial clause 193 

in substantive clause, 233, 237, 238 

in correlative clause 

338,341,343,344,348 

Coordinate — 

words 149 

phrases 159 

clauses IGO, 183, 184 

analysis of 160 

Copula 38 

parsing of 43, 47, 110, 118, 320 

Copulative verb 356-380 

why so called 356 

predicating action and quality 356 

analysis of 357 

parsing of 357 

predicating accompanying state.. 358 

predicating class 359 

analysis of 359, 360 

predicating accompanying action 

or state 361 

analysis of 361 

parsing of 362 

followed by double object, 364, 370, 375 
passive voice- 
followed by an adj 369 

analysis of 369 

parsing of 370 

followed by a noun 373 

analysis of 374 

parsing of 374 

followed by an infin 377 

analysis of 377 

parsing of 378 

Correlative clauses — 
joined by than with adj. or adv. in 

comparative form 335 

analysis of 337 

parsing of than 338 

joined by as— as 339 

analysis of 340 

parsing of as— as 341 

joined by so— f^ai! 342 

analysis of 342 

parsing of so and (hat 343 



414 



INDEX. 



Correlative clauses, continued. 

transposed 343 

analysis of 344 

parsing of as and so 344 

joined by the with an adv. in the 
comparative form 345 

denoting purpose 347 

analysis of 348 

parsing of in order— that 348 

COKKELATITE CO^jr^'CTIOX — 

coordinate 165 

suloordinate 338. 341. 343, 344. 348 

Couplet 150. 154 

Diagram of tense forms and part — 327 
Double object— 
consisting of a n. or pro. with an 

adj 364 

analysis of 365 

parsing of 365 

consisting of two nouns 370 

analysis of 371 

parsing of 372 

consisting of an infin. with its sub. 375 

analysis of : 375 

parsing of 376 

Each other 182. 347 

Echo.— i?em 240. 241 

Ellipsis im.—Rem. 215, 224, 353 

Either^ nelhter^ any. none. 172 

Ejiotioxal expressions— 

accompanying address 177 

sentence . ' 350 

analysis of 351 

parsing of introductory word. . . 351 

single word 352 

parsing of 177 

abbreviated clause 352, 353 

Emphatic form 272, 324 

Figure— 

of personification 98, 176 

of metaphor 139, 157, 161, 211 

of svnecdoche 157 

of simile.— ^em 181, 195. 211 

of metonymy 197 

Future Texse— 

predicating action 252 

predicating quality, etc 254 

Future perfect tense com. prog. pas. 

2(52,267,270 

Gender 25-29 

peculiarities in 27-29 

Identity, assuming and predicating.. 126 

Imperative sentences 112-116 

Interjection — 

analysis of 177 

parsing of 177 

punctuation of 354 

Interrogative— 

sentences Ill 

pronouns 228 

adjectives 230 

Irregular verbs, list of 328-333 

Lie. lay 265 

]\Ietaphor, figure of.... 139, 157, 161, 211 

Metonvmy, figure of 197 

Mine, thine, yours, etc.— Be/n. . . 171-174 

_MODES— 

indicative 114 

imperative 114 



Modes, continued. 

potential 287 

parsing of 289 

progressive form 295, 324 

passive form 298, 324 

infinitive — 

common form 302 

analysis of 304 

parsing of 304 

prog, and pas. forms 306, 324 

as verbal noun 307 

analysis 307 

parsing 308 

in predicate 310 

parsing of 311 

drops to after certain verbs 303 

subj unctive 318 

analysis of 320 

parsing of 320 

>yhen to be used 321 

prog, and pas. forms 324 

svnopsis of 405 

Modifiers 406 

Xame-f orm of verb 253 

Naming — 

objects 2 

parts of things 5 

parts of human body — 6 

persons and places 7, 8 

Xouns 4. 403 

common 9, 403 

proper 9, 403 

consisting of two or more words 11 

collective 13,403 

as subject 405 

as antecedent 403 

abstract 42. 142, 403 

parsing of 143, 311, 314 

^possessive 78 

; participial 142 

verbal 146, 403 

in predicate 116. 360 

in apposition 119, 126, 128 

used as an adjective 125 

independent — 

by address 175 

analysis of 176 

with a participle 313 

parsing of 314 

by pleonasm 316 

with an adj. or n 346 

parsing of 

43. 44. 47. 71, 81, 83. 103, 118, 120, 
128. 135. 143. 176, 311, 314, 360, 372, 374 

Xumber of noun 12-25 

peculiarities in 20-25 

Ob j eet of preposition 71 

Parsing— 

noun 43 

adjective ... 43 

copula 43 

written pars. ; adj.. n., adj. in pred. 44 

u.. CO])., action w. in pred 47 

personal pronoun . . 54 

adj . lim. and qual 50 

article 59 

verb 04. 110 

adverb ." 66 

prep, and its obj ect 73 , 103 



INDEX. 



4i5 



Parsing. coBtinued. 

n. in nom. and pos. case 81, 83 

written parsing adj 89 

Avritten parsing n 94 

trans, v. and object 103 

verb ind. mode 114 

verb imp. mode 115 

noun and copula 118 

noun in apposition 120 

11. used to assume identity 128 

pres. a. part, and its object 135 

passive participle 137 

participial noun 143 

infin. verbal n 146 

coordinate conj 152, 160 

associated conj 164 

correlative conj. 166 

adj. lim. n. understood 170 

pos. pro. lim. n. understood 172 

11. independent by address 176 

interjection 177 

like as a preposition 181 

subor. conj . in adv. clause 193 

relative pronoun 208, 211 

relative adverb 217 

rel. pro*, used also as adj 221, 223 

interrogative pronoun 229, 234 

subor. conj. in substan. clause — 

233,237,238 

■conj uiictive adverb 235 

perfect participle 277 

pres. and past poten 289 

poten. m. pred. quality 295 

adj. used with copula 295 

infin. m., common form 304 

prog, and pas. infin. as v. n 308 

infin. in predicate 311 

phrase in predicate 311 

u. independent with part 314 

present active participle 314 

subj unctive mode 320 

adj . comparative form 338 

adv. comparative form 338 

than 338 

as. 341 

so— that in correlative clause 343 

as and so 344 

in order — that in correlati^'-e clause 3-18 

emotional expressions 177,351 

copulative verb 357, 362, 365, 370 

n. ill pred. with cop. v 360 

double obj ect 365, 372, 376 

n. in pred. with cop. verb in pas. v. 374 
verbal n. in pred. with cop. v. in 
pas. V 378 

"Participles 133.405 

present active 134. 266 

passive 136, 270 

past 256 

perfect 275 

why so called 141 

complete classification of 279 

form for writing 280 

formation and uses of 284 

with nom. absolute 313 

parsing of 135, 137, 277, 314, 362 

Participial phrase 135 

iParts of speech classified 403 



Passive form— 

indicative mode 270, 324 

potential mode 298, 324 

infinitive mode 306, 324 

Past participle 256 

Past perfect tense— 

indicative mode 260, 324 

potential mode 290, 324 

analvsis of 291 

Past tense 99, 323 

Peculiar uses of words — 

all as an adv 116 

around 116 

adverbs drop ly by poetic license 

161, 185 

one, other, none 171,172 

ere yet 202 

'ivliile as coordinate conj. and 

adv.— i?6m 214 

as \f.—Eem 215 

when, wli *"re 215 

though.— ii^em 218 

as and than as rel. pro 224 

where as an adj .—Rem 248 

being in phrase absolute.— i?6m. 316 
the as correlative with conip. adv. 345 
to be, as, as being, used as 

mere connectives 367 

as as a sign of apposition.— ^em. 368 

as well as 341 

once more 98 

Peculiar constructions— 

obj. c. after cop. verb 407 

abridged clause with •' being ". . . . 407 

prep, in predicate 408 

group of words in pos. c 408 

agreement of v. with log. subject. 408 
nominative absolute with phrase.. 409 
than Avhom 409 

Person introduced • 53 

Personification, figure of 98, 176 

Phrases— 

adverbial : 67-75 

adjective 76-78, 89-94 

appositional 127 

participial 135 

adjectival 225 

coordinate 159 

absolute 313 

analysis of 314 

in jiredicate 310 

analysis of 311 

parsing of — 311 

Pleonasm 316 

Plural of nouns 12, 14-25 

Possessive nouns 78-85 

sign of 79 

parsing of 81 

denoting ownership 78 

denoting- kindred or authorship. . . 82 

denoting origin or fitness 83 

denoting time, weight, measure. . . 84 

Possessive pronoun 85-89 

limiting a noun understood 171 

parsing of 88, 172 

Possessive group 408 

Preposition 70 

consisting of more than one word 
116,201 



4iG> 



IXD EX. 



Preposition, continued. 
"becoming an adj. or adv. by ellip- 
sis.— i?e??i. 116, 138 

in predicate 408 

parsing of 71, 103, 181. 311 

Present perfect tense — 

iudicative mode 255, 323 

potential mode 290. 323 

analysis of 258 

Present tense 99, 323 

PkOGKESSIVE F0R31— 

indicative mode 266-269, 324 

potential mode 295-297, 324 

analysis of 296 

infinitive mode ... 306, 324 

Pronouns 50, 493 

personal 53. 172, 173. 403 

possessive 85-89 

emphatic. . 135 

lim. n. understood 171 

relative 403 

as subject 205 

as obj ect 207 

in possessive case 209 

as obj ect of prep 210 

used also as an adj 220 

representing a n. understood.. . 222 

compound 220 

interrogative 228. 403 

agreement with antecedent. . . 403, 404 

parsing of 

54, 88, 208, 211, 221, 223, 229, 234, 365 
Punctuation— 

appositional w. and phrase 127 

participial phrase 136 

couplet 154, 163 

series 155, 156 

coordinate phrases 159 

coordinate clauses 160, 185 

expressions independent by ad- 
dress, exclamatory.— i?e?w 176 

abverbial clause 194, 199 

adjective clause 206 

echo 240, 241 

phrase absolute 314 

correlative clauses 347 

emotional expressions 354 

adverbial elements 409 

quoted expressions ^^09 

Qualities— 

named 32 

classified 33 

predicated 35 

assumed 35 

shown by groups of words 76 

modified 95 

predicated by a cop. v.. . . 356, 358, 369 

Eclation words 407 

Relative adverb 215-220 

parsing of 217 

Relative pronoun— (See pronoun). . . 

204-215, 223-226 

Reviews— 

questions 

..30, 49, 61, 105, 130, 147, 167, 181, 225 

synoptical 185-191, 250 

examples— 

particii)les.. 243 

verbal noun 244 



Reviews, continued. 

class 245 

interrogative sentences 245 

coordinate clauses 246 

substannve clauses 247 

relative pronouns 248 

relative adverbs 249 

exercise 285, 300, 376 

promiscuous 292 

miscellaneous 378 

State, predicated and assumed 60 

Sentence 38 

interrogative Ill 

imperative 112 

declarative 114 

compound 183, 196 

complex 196 



Sei 



150 



punctuation of 155 

Simile, figure of 181,195.211 

Sit. set 265 

Solemn style 261 

Subj ect and predicate 37 

Subject of an abridged clause 364 

Subordinate clause 193 

Substantives 232, 403 

Substantive clause— See clause) . . . 

232-239 

Superlative form of the adjective... 241 

Svnecdoche, figure of 157 

Tenses— 

present 99,288,323 

past 99, 288,323 

future 252,323 

present perfect 255, 290, 323 

past per. ect 260, 290, 324 

future perfect 262, 324 

formation and uses of 283 

Tense-forms— 

model for correcting 257-259 

of the verb to be 264 

sit. fiet. lie. lay 265 

model for writing 273 

required by thou 275 

general description of 323 

Than 338 

Transitive verb 96, 100 

Verbal noun— 

participial 142-145 

infinitive 145-147 

parsing of 

143, 146, 304, 308, 370, 376, 378 

Verbs 64 

regular and irregular 98, 404 

tense— (.See Tense and Tense- 
forms) 99 

transitive and intransitive 100 

voice 100 

person and number of 107-109, 405 

with compound subject 405 

agreeineut with log. subj 408 

irregular — 

list of 328-333 

reduiulant 333,404 

defective 333,404 

copulative 356-380 

principal parts 256, 333 

parsing of 64,103.110, 

114, 115, 118, 289, 311, 357, 362, 365, 270 
Word of euphony 138 



^ 




^"X -r-^.^ y "-^c. "'!c^:° ., ' '% ■ 



■^,^ 






c or* 



•»■ y^Jrr^ 



\ 




; '^o^ : 

















^tj^y- N. MANCHESTER. 
^'""^ INDIANA 



